Teacher'S Guide: Deborah Gordon

4
TEACHER’S GUIDE
DEBORAH GORDON
with Tamara Jones (More to Say...)
Anna Krulatz (Real-World English Strategies) 3
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1
198 Madison Avenue 
New York, NY 10016 USA
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isbn: 978 0 19 451117 9 Wide Angle American 4 Teacher’s Guide

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CONTENTS
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Unit 1 Achievements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Teaching Notes
Unit 1 Review
Unit 2 News. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Teaching Notes
Unit 2 Review
Unit 3 Frontiers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Teaching Notes
Unit 3 Review
Unit 4 Processes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Teaching Notes
Unit 4 Review
Unit 5 Survival. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Teaching Notes
Unit 5 Review
Unit 6 Trends. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Teaching Notes
Unit 6 Review
Unit 7 Surroundings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Teaching Notes
Unit 7 Review
Unit 8 Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Teaching Notes
Unit 8 Review
Unit 9 Reviews. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Teaching Notes
Unit 9 Review
Unit 10 Mysteries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

Teaching Notes
Unit 10 Review
Unit 11 Wishes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

Teaching Notes
Unit 11 Review
Unit 12 Wisdom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Teaching Notes
Unit 12 Review
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Introduction
Welcome to the Wide Angle Teacher’s Guide
Wide Angle is a six-level American English course that builds your adult students’
English language ability and empowers them to communicate in the real world. Wide Angle Teacher’s Guide Unit 1 Interactions
Each level contains 80-120 hours of classroom material, both physical and digital, Unit Overview
Introduction to the unit
1.3 Making Connections
Grammar in Context Tag questions in the present tenses:
Be and do
to engage your students in authentic English communication. In addition to the

The title of this unit – Interactions – summarizes the main Vocabulary Development Adverbs of manner
themes: verbal and non-verbal communication in formal Writing Skill Using informal expressions in emails
and informal social interactions. These main themes • Use vocabulary related to friendship
are evident in the visuals throughout the unit, which
• Construct tag questions with be and do
Student Book, Wide Angle offers a collection of supporting materials, including

show people communicating in many forms: verbal,
visual, and physical (using body language for non-verbal • Practice forming and using adverbs of manner
communication). (Oxford 3000)
In Lesson 1.1, the theme of interaction is reflected • Write informal emails
the Teacher’s Guide, student Online Practice, Teacher’s Resource Center, student
in the topic of co-shared working environments and
subsequent discussions activities. Lesson 1.2, focuses on
1.4 Hello and Goodbye
facial expressions and body language which demonstrate Real-World English Starting and ending a conversation
the theme of non-verbal communication. In Lesson 1.3, • Analyze the way people start and end conversations
Workbook, the Classroom Presentation Tool, and student ebook.

students learn to write emails using informal expressions • Recognize the differences between formal and informal
inviting friends to social engagements. In Lesson 1.4, the greetings and closings to a conversation
theme of interaction is reflected in the unit videos, which • Role-play conversations saying hello and goodbye
show people starting and ending conversations in formal
and informal situations. Finally, in Lesson 1.5 students 1.5 Making Small Talk
showcase the theme of interaction by listening to and Speaking Showing interest
The Teacher’s Guide is designed to support teachers in delivering the content of

engaging in small talk. Pronunciation Skill Using intonation to show interest
• Understand different topics used in small talk
Lessons • Practice using intonation to show interest
Wide Angle in an exciting, engaging manner. The Teacher’s Guide features step-
• Act out a scenario, making small talk at a party
1.1 The New Office
Listening Skill Guessing meaning from context Resources
Grammar in Context Simple present and present Class Audio CD 1, Tracks 2–7
by-step task instructions, teaching tips, and answer keys for every activity within
continuous Workbook Unit 1, pages 1–7
• Use phrasal verbs (Oxford 3000) Oxford Readers Correlations
• Listen to information and apply it to various contexts Virtual Friends (9780194245746)
• Identify difference in usage and form between simple Teacher’s Resource Center
a lesson, ensuring a high level of student comprehension, engagement, and

present and present continuous Assessments: Entry test, Unit test
• Discuss whether technology keeps people apart or bring English For Real video
them together Grammar focus
confidence. New and veteran teachers alike will appreciate detailed notes on
1.2 Talking Without Words Grammar PPTs
Grammar Worksheets
Reading Skill Skimming
Oxford Reference Worksheets: upper/lower
Grammar in Context Questions forms: Do, did, and be
Vocabulary cards
potentially challenging vocabulary, creative extra practice activities, and support for
• Use vocabulary related to non-verbal communication and
Newslea articles
emotions (Oxford 3000)
Word list
• Practice skimming a text for the main idea
• Construct questions with do, did and be
teaching specific skills and language points.

• Discuss whether gestures or facial expressions are more
important in communicating meaning
How to use the Teacher’s Guide © Oxford University Press Level 3 Teacher’s Guide 1
Unit Overview
The gray Introduction to the unit box provides a helpful snapshot of the activities
in each lesson, and describes how these activities relate to the theme. The Lessons
section is a brief overview of the five lessons and the goals within each unit.
Specific skills, as well as main lesson objectives, are listed for each lesson. At the
bottom of the page is the Resources box, a comprehensive list of all supplemental
materials available for each unit in the online Teacher’s Resource Center.
Unit Opener
Instructions for the Unit Opener begin with a helpful description and explanation
Unit Opener 2 After the questions about how they interact with each
of the Blink photograph for the unit. This section contains interesting background Student Book page 3
The unit opener photo shows three people in a gallery
space. One of them is a guard on duty; the other two are a
other and/or the art, add also a few general questions:
Do you like going to museums? Why or why not? How often
do you go to museums?
3 Direct students attention to the questions below the
information on the photographer and the video script for the Unit Opener video,
man and a woman admiring the art.
photo. Put students in pairs to discuss them.
The photograph relates to the unit theme and subsequent
4 Optionally, before asking students to answer the
exercises because it focuses on non-verbal communication.
discussion questions, show the photographer video
For example, we can see from the body language that the
where Edu Bayer answers these questions from his
which features a personal interview with the Blink photographer. This background
man in the suit is a museum guard; his stance demonstrates
perspective. Play the video for students as many times
that he is serious and professional. The woman and the man
as needed to check comprehension and discuss any
are engaging with the art, receiving “messages” from the
vocabulary items.
artists’ works.
information can be used to guide students as they describe and discuss the unit
Answers
Photographer Students’ answers will vary. Sample answers include:
Edu Bayer 1 Artists communicate their ideas through the use of shapes
and colors in their work.
Edu Bayer is a New York-based award-winning
photograph. The Real-World Goal section explains the unit’s anticipated learning
2 I think I’m a “people person” because I don’t really like to be
documentary photographer. With more than 10 years of on my own. I like to spend time with my friends and family, of
experience in several countries, he has worked for most course. I get bored when I don’t have anyone to talk to!
leading international outlets like The New York Times, 3 I guess it’s very important because I use my cell phone all the
National Geographic, Time, The New Yorker, The Wall Street time to talk with family and friends or send texts. I also have a
outcome based on what students will learn in the upcoming lessons.

Journal, Newsweek, Aljazeera, El País Semanal, Foreign Policy, tablet that I use for Facebook. I enjoy watching movies on TV
Le Monde and The Guardian, among others. He is the with friends, and that’s technology and it’s social too!
recipient of accolades such as Picture of The Year, Pulitzer
Prize Finalist and Arts for Social Improvement La Caixa. r Video Script
Edu recently published the books Microcatalalunya about
I took this photo at the Museum of Modern Art in New
rural life, and Els fets de l’1 d’Octubre (the events of October
York City. This photo is of the first visitors to see the work of
Lessons
1st) about the independence struggle in Catalonia. He
Torres-Garcia, a Uruguayan-Catalan artist. A security guard
has shown his photography in exhibits in New York, Berlin,
stands while two people observe the art works. People want
Budapest, Havana, Hong Kong, Valparaiso and Barcelona.
to understand and want to be moved by the art works so, I
Born in Barcelona, Edu graduated there in Chemical
was trying to capture this deep, intimate interaction.
Engineering and also holds a Master’s degree from the
Danish School of Media and Journalism. Of course! Art is terrific for communicating all sorts of
The Teacher’s Guide offers step-by-step instructions to successfully teach every

messages. My favorite art has a deep range of ideas, or
new ways of looking at things. Art tells not only ideas, but
Unit Snapshot emotions and feelings. Art should create reflection and
1 These three questions have been written to get the conversation, I believe.
activity within the Student Book. The Teacher’s Guide instructions demonstrate
students’ attention and encourage them to read on. I am starting to think that technology has a negative effect
Answers may be found on the page numbers provided, but on interaction. In societies with the most technology, there’s
there is no right or wrong answer. Use the opportunity to this feeling of both isolation and false connection. So, maybe
have students predict what they will be learning in this unit. we’ll have to stop using electronic devices so much and start
how teachers can bring the content of Wide Angle to life, with options for
2 For question 1, check students’ understanding of ping looking at each other to communicate.
pong through gestures and have them guess what type
of problems sports could solve. For question 2, ask if Exercise 1
students can tell when someone is smiling for real. For 1 Pre-teach the words social networking site, forum, blog,
introducing new material and vocabulary, additional background information,

question 3, give students examples of types of friends face-to face, and gaming by using examples, synonyms,
from your own life, e.g. teacher friends, family friends, etc. brief definitions and gestures, as appropriate for each, and
asking if any students can call out the terms before you
Answers tell them.
sample sentences, teaching tips, and optional extensions. The first three lessons in
Students’ answers will vary. Sample answers include:
1 It helps you stop thinking. 2 Have students look at the list and choose their top
2 A person’s eyes can tell you if a smile is real or fake. five preferred modes of communication. Have them
3 I have many types of friends: old friends, new friends, close share with small groups and explain the reasons why.
friends, mutual friends, and family friends. Alternatively, you can make a survey handout with the
each unit focus on reading, writing, and listening in varying order. English For Real,
same choices and have students interview one another
Discussion Questions in a class mixer activity. Then identify the top five choices
for the whole class and have a class discussion of the
1 Ask students to describe the image, providing words to
reasons why.
which practices pragmatics and intercultural communication skills, is the fourth

help them as necessary, for example, gallery, guard, on
duty, painting, art piece. Now, ask specific questions about
the picture and elicit students’ ideas: Where are the people
in the photo? What are they doing? Are they communicating?
lesson, and speaking is the fifth lesson. Pronunciation, grammar, and vocabulary
Do they know each other? How is the man in the forefront
different? What is his job?
© Oxford University Press Level 3 Teacher’s Guide 2
are introduced contextually throughout each unit. Reading, writing, and listening
lessons should take 1.5 to 2 hours of classroom time to complete, and English For
Real and speaking lessons are designed to be one hour each.
Answer keys are provided, as well as possible student responses to open-ended
questions. All audio and video scripts are listed after activity instructions and
answer keys.
iv Wide Angle Teacher’s Guide

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Specific Skill Support
Step-by-step instructions are provided for the reading, writing, listening, and Exercise 16 DEVELOP
Instruct students to swap emails with their partner and use
Answers
1 He has to go to the bookstore.
pronunciation skills practiced in each unit. Guidance is also provided for Grammar
the checklist for peer review. 2 Andy has arrived back earlier than he expected.
3 The Stilton cheese that Max has bought is causing the bad smell.
Exercise 17 IMPROVE 4 She’s going to a faculty meeting.
1 After the students receive the peer review checklist, ask 5 He is worried that Professor Lopez could smell the cheese.
in Context, speaking activities, and Oxford 3000 / 5000 vocabulary content. The
their partner to give a suggestion to make their writing
r English For Real Video Unit 1
better.
2 Have students write a second draft. Monitor the writing Exercise 3 ANALYZE
process and be available for any questions. 1 Have students work independently to complete the
Teacher’s Guide also connects to the related Grammar focus reference page in the 3 At the end, have students turn in their work to you for final
review.
t Exercise 18 WHAT’S YOUR ANGLE?

survey.
2 Go over the answers as a class. Encourage students to
explain their choices.
Student Book, where more explanations and examples can be found.

1 Project an invitation you have received recently on the Answers
board for illustration purposes. Ask, where, when, what, Students’ answers will vary. Sample answers include:
who comprehension questions about it. a They are good friends (college students), so they are close: 1
b Professor Lopez is his college teacher, so he doesn’t know her
2 Have students talk about an invitation they have received
well: 3 / 4
Extra Practice activities provide a fun and exciting way for students to practice
recently. Allow them to find and share any invitations they
c He feels very relaxed: 1
may be able to access on their smartphones. d He is more reserved and aware of his language and
3 Direct them to ask their partners, Who was it from? What behavior: 3
was it for? Did you accept?
a specific skill or language point. These activities include project-based learning,

4 Ask one volunteer from each group to talk about their Real-World English
partner’s invitation.
Starting and ending a conversation
Answers 1 Read the information in the box aloud, modeling the
fun competitions, and games to ensure a dynamic classroom experience that

intonation of the friendly and more formal greetings.
I received an invitation for Lisa’s birthday party next weekend,
2 Ask if students have any questions.
and I accepted. It’s going to be at her apartment.
Extra Practice
Have students start a conversation with classmates sitting
also deepens students’ learning. The activities can be used flexibly according to
nearby. Tell them to use the expressions from Exercise 4 and
keep the conversation going for a few minutes before they
Lesson 1.4 Hello and Goodbye use the expressions to end the conversation.
Student Book pages 12 – 13
students’ needs, either in the same lesson to consolidate the skills practice or in a
Real-World English Strategies
Exercise 1 ACTIVATE When performing greetings, people use not only different
1 Direct students’ attention to the video stills. Ask them to verbal expressions (e.g., “Good morning”, “How are you
describe the picture and discuss the questions with a doing?”), but also different body language. For example,
later lesson to review these skills.

partner. they shake hands, give each other a hug, or bow. You can
2 Call on volunteers to share their ideas with the class. use your students’ cross-cultural knowledge as a starting
point in a discussion about appropriate ways to greet
Answers people in different situations.
In the first scene, there are three young men, and they all seem
1. Tell your students to stand up and walk around the
room, greeting at least five classmates in a way that is
The Real-World English Strategies box elaborates on each English For Real
to know each other. I think they are friends. They’re wearing
informal clothes—jeans—and chatting together. They’re at a culturally appropriate in their country of origin.
market. One of them is carrying some bags, so maybe he did 2. Make sure to participate yourself and give several of
some shopping there. your students an opportunity to greet you.
In the second scene, there are two of the men, and they are 3. Ask students to go back to their seats. Together, make a
lesson. These strategies include background information on cultural and pragmatic

speaking with a woman. She’s older and is wearing more formal
list of the greetings that have been used in the activity.
clothes. They aren’t laughing, but they are smiling. I think they
know the woman but maybe not so well. She might be a 4. Try to classify the greetings your students used into
relative, co-worker, or teacher. different sub-groups. For example, did they use the
issues and an expansion activity for students to further explore these ideas.
same greetings with the people of the same and
opposite gender? Did they use the same greetings
r Exercise 2 IDENTIFY
with their classmates and with their teacher? What
1 Give students a moment to preview the questions. other greetings would they use in more formal or more
Play the video. Have students answer the questions informal settings? How are these ways of greeting
independently. people similar or different from greetings in English?
2 Go over the answers as a class.
More to Say. . . boxes are extension activities for certain pronunciation lessons.
How did they use their bodies to greet someone?
5. Be sure to discuss both verbal expressions and body
language.
Focusing on key pronunciation features, these engaging activities provide teachers Level 3 Teacher’s Guide 11
© Oxford University Press
with a creative way to have students practice. Helpful information, such as

estimated activity time and grouping suggestions, are part of each More to Say. . .
Pronunciation Skill corresponding card over. The goal is to finish listening
Using intonation to show interest to the story with none or very few of the cards face up.
GO ONLINE 5 Set the timer for one minute.
activity.
1 Read the information in the box aloud. Go!
2 Explain the instances in which intonation can change the 1 Instruct the speakers to start telling their stories. Start
meaning of what we are trying to say. For example, That’s the timer.
interesting can be said in a way that shows interest, but it 2 Monitor students’ conversations by walking around
can also be said in a way that show disinterest, apathy, or and encouraging the listeners to use the expressions.
even cynicism. For example: Correct their intonation as necessary.
The indicates when an activity has an accompanying audio recording, along

(two students introducing themselves for the first time) 4 When the timer goes off, have students switch roles. The
A: I am from Malaysia, too! speaker becomes the listener, and vice versa. Repeat.
B: That’s interesting! Keep Going!
(one teenager bragging to the other) Have students pair up with different partners and repeat
with CD and track numbers, as well as the audio script. The indicates videos A: My brother drives a Ferrari.
B: Oh, that’s interesting …
Extra Practice
the activity as long as there is interest.
e Exercise 7 NOTICE
are available in a given lesson, as well as the video script. Oxford Reference
1 Do a web search for short TV commercials in English in 1 Play the audio and direct students to listen and select A or
which characters or a narrator speaks enthusiastically B. Emphasize that each sentence will be said twice.
about a product. Try to find one to three examples in 3 Go over the answers with the class.
which the speakers’ voices rise and fall to show interest.
materials are indicated by . The indicates where students can participate

2 Play the commercials for the class. Have them listen first. Answers
Then play the video again, pausing after the target lines 1 A 3 A 5 B 7 A
2 B 4 A 6 B 8 B
that are the most expressive. Have students repeat. If
desired, pass out a script of the commercial or write the
e CD 1, Track 6
in additional online practice.
target expressions on the board for them to follow along
and to make the repetition easier. e Exercise 8 APPLY
1 Play the audio and ask students to repeat, practicing the
More To Say… rising and falling intonation.
Focus: Students use intonation to show interest
2 Monitor and offer pronunciation assistance if necessary.
Grouping Strategy: Pairs
Activity Time: 20 minutes
e CD 1, Track 7
Ready, t Exercise 9 WHAT’S YOUR ANGLE?
1 Prepare a set of cards with expressions that people 1 Lead a classroom discussion with the questions provided.
How to use the Student Book

use to show interest when they are listening. Draw 2 Ask additional questions, What are some of the reasons that
intonation arrows over them to remind students that make it difficult to talk to strangers? Would it be easier if they
making their voices rise and fall shows interest. had a go-to small talk topic?
3 Keep track of their go-to small talk topics and make a list
Mm hmm! Huh! Uh huh Really? on the board.
Each unit in the Student Book focuses on a universal topic that will motivate and
Answers
That’s fascinating. Okay. I see. Right. I usually feel shy when I talk to strangers. If I have to talk, then
talking about the weather is the easiest for me.
2 Make enough copies so that each pair of students has a
engage your students, allowing them to make personal connections to their lives.
set of cards.
3 Bring a timer to the class.
Exercise 10 INTERACT
1 Direct students to make small talk according to the
Set… scenario and five requirements.
1 Put students into pairs.
Every unit contains a reading lesson, a listening lesson, a writing lesson, and a
2 While one pair is speaking, have the second pair practice
2 Have them decide who will be the “speaker” and who active listening and check off the five requirements as
will be the “interested listener.” they hear them.
3 Give each pair of students a set of cards. 3 Instruct pairs to switch.
speaking lesson. Additionally, every unit has an English For Real lesson to allow
4 Instruct the speakers to think of a brief story they can
4 At the end of the exercise, they can give each other
tell for at least one minute. Instruct the listeners to
feedback.
spread the cards out face up in front of them. Tell the
listeners that as the speakers are talking, they should try 5 For more practice, have each pair find a new pair to work
with and repeat the activity.
your students to learn practical expressions for a variety of situations. Grammar,

to use as many of the different listening expressions as
possible. As they use each one, they should turn the 6 Monitor and offer feedback.
vocabulary, and pronunciation points can be found throughout each unit of Wide © Oxford University Press Level 3 Teacher’s Guide 14
Angle and are aligned with the CEFR international standard.
Fixed features
Unit Opener
The first page of each unit offers a wealth of content to help students engage
with the theme, starting with the Unit Snapshot, which contains interesting
conversation questions to get students thinking about the upcoming content. The
main feature of this page is a vibrant, intriguing image from Blink photography
with discussion questions to generate interest in the theme and personalize the
content. A short video from the Blink photographer is also introduced to bring
the stories of these images to life. The Real-World Goal, listed at the bottom of
the page in each unit, raises students’ awareness of their learning, and shows the
tangible benefits of their efforts.
Level 4 Introduction v
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Lessons 1–3: Reading, Writing, and Listening Skills Practice
Every unit contains a well-scaffolded reading, writing, and listening lesson. These
lessons follow the activation-presentation-practice-production method. This
framework encourages teachers to first engage students in the material before
exposing them to language content and also supports students by moving
incrementally from more controlled, accuracy-focused practice, to freer, more
fluency-focused production. Specific skills, such as reading to guess meaning
from context, are identified in each lesson, reinforcing clear objectives for both
teacher and student. Writing lessons adopt a process approach, offering pre-
writing activities first, followed by activities to review, edit, and re-write. Throughout
the book, readings and thought-provoking quotes can be found from Oxford
Reference, a trusted source of over two million academic texts.
Lesson 4: English For Real

These lessons allow your students to communicate and adapt to a variety of
situations they will encounter in everyday life. Each unit lesson has modern,
engaging video content to demonstrate the type of language needed for different
contexts. For example, a lesson may focus on the different language needed for
making a request to a friend versus a request to a university professor. Students
engage in prediction activities based on stills from videos and create roleplays
based on the situations. In the student Online practice, they even have the
opportunity to put themselves in the video and record one of the character’s lines,
connecting class learning to their own lives.
Lesson 5: Speaking
The final lesson of each unit is dedicated to developing students’ speaking
fluency, a key part of the Wide Angle series. A variety of activities in the Student
Book, as well as Online Practice, build the language students need for effective
communication.
Floating features
The following features are taught in context and appear flexibly throughout each
unit, which enables teachers to introduce language naturally as communicative
needs arise.
Pronunciation Skill
Wide Angle recognizes that pronunciation is a major factor that contributes
to a speaker’s intelligibility, so pronunciation skills are practiced in each unit.
Pronunciation Skill boxes practice both individual sounds and word stress, as
well as broader features of intonation and connected speech. Pronunciation
audio exposes students to natural models of English speech, and the tasks offer
meaningful practice.
Grammar in Context
Key grammar for each unit is identified in Grammar in Context boxes. These boxes
provide clear explanations for each grammar point. Example sentences are directly
related to the content of each lesson, and grammar points build on one another
throughout the text. Students can also reference the Grammar focus pages,
located after the Unit Review pages.
Vocabulary
Thematic vocabulary from the Oxford 3000 (levels 1-4) or 5000 (levels 5-6) is
taught throughout each unit. The Oxford 3000 / 5000 are word lists of the most
important and relevant vocabulary for English learners. The vocabulary for each
unit relates to the theme and is appropriate for the learners’ current level.
vi Wide Angle Teacher’s Guide


What’s Your Angle?
The What’s Your Angle? activities give students the opportunity to personalize
and demonstrate their knowledge with multiple thought-provoking reflections in
each unit. Students share their opinions on ideas from the unit, practice vocabulary
they have learned, and deepen their communication skills.
Appendices
Unit Reviews
Each Unit Review allows students to demonstrate their learning and feel confident
in their knowledge. Every unit review includes vocabulary and grammar practice
in the Student Book, and additional practice online. Discussion Point encourages
in-depth conversation prompted by Oxford Reference material. Based on What’s
Your Angle? tasks, the Zoom In feature allows students to personalize and to
demonstrate their knowledge from the unit with a series of speaking and writing
tasks. Every Zoom In task is followed by a self-assessment, allowing students to
reflect on what they know and what they still need to work on.
Grammar focus
The back of the Wide Angle student book features an additional page of
supplementary grammar reference for each unit, designed to expand on
the grammar points covered in the Student Book. While grammar points are
introduced contextually within each unit, the Grammar focus pages provide
helpful succinct rules and clear “formulas” to help students gain broader picture of
the English grammar system.
Additional Student Resources

Online Practice
The Online Practice component offers multiple opportunities for students to
flexibly review and consolidate their in class learning. These online activities, which
correspond to each unit of Wide Angle Student Book content, allow students to
receive instant feedback on their work, boosting learner autonomy. Test activities
are also included online.
Workbook
The printed Workbook offers additional practice for all features of the Wide Angle
Student Book. The Workbook includes new readings to practice skills in each unit,
listening comprehension in the Unit Review Podcast, support for Discussion
Board writing, additional English For Real work, as well as grammar and
vocabulary practice.
Level 4 Introduction vii


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Wide Angle Teacher’s Guide Unit 1 Achievements
Unit Overview 1.3 Positive Impressions
Writing Skill Using appropriate language
Introduction to the unit Grammar in Context Each and every
The title of this unit—Achievements—summarizes the • Create a positive tone in a personal statement
main themes: overachievers, professional achievements • Use every + singular noun, each + singular noun, every
of some famous people, architectural achievements, and one / each + one + of + plural noun
successful job interviews.
In Lesson 1.1, the idea of achievement is reflected in 1.4 Asking the Right Questions
the following activities: taking a personality test, reading Real-World English Making inquiries
about overachievers and their personality traits, and • Use polite language
identifying the traits of overachievers in themselves or
• Give sufficient background information
others they know. In Lesson 1.2, the following exercises
demonstrate the theme of motivation to achieve and • Be direct and brief
do your best: listening to and watching a documentary • Apply different expressions to different situations
about great architectural/engineering achievements and
using appropriate stress to make their message more 1.5 A Successful Interview
clear. In Lesson 1.3, students will learn about writing Speaking Answering interview questions
personal statements that showcase the theme of personal Pronunciation Skill Word stress in compound adjectives
achievements. In Lesson 1.4, students will watch a video • Answer job interview questions with specific information
and will then practice answering job interview questions. • Practice pronunciation of compound adjectives
In the Real-World English Strategies, teachers will help
• Role-play interviews, brainstorm personal information
students use appropriately formal language in their
questions
questions, responses, and showing of appreciation. Finally,
in Lesson 1.5, the exercises summarize what students
have learned about the theme of achievement and job Resources
interviewing and have them role-playing job interviews. Class Audio CD 1, Tracks 2–10
Workbook Unit 1, pages 1–7
Oxford Readers Correlations
Lessons The Everest Story (9780194236430)
1.1 Getting to the Top Teacher's Resource Center
Reading Skill Skimming and scanning Assessments: Entry test, Unit test
Grammar in Context Simple present, present continuous, Class video
and present perfect English For Real video
• Use the simple present for facts and things that happen Grammar focus
regularly Grammar PPTs
• Use the present continuous to talk about things that Grammar Worksheets
are happening now or around now or things that are Oxford Reference Worksheets: upper/lower
changing Vocabulary cards
• Use the present perfect to talk about experiences up to Newslea articles
now and things that have already or just happened Word list
• Vocabulary related to achievment (Oxford 3000)
1.2 View from the Top

Listening Skill Recognizing sentence stress and word
boundaries
Vocabulary Development Collocations
Grammar in Context State verbs
• Recognize sentence stress
• Recognize the lack of word boundaries in unstressed words
• Use state verbs in present simple
• Vocabulary related to development (Oxford 3000)
Level 4 Unit 1 1
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Unit Opener team sport at this age. They might also want to compare that
experience with a similar experience of their own at the same
Student Book page 3
age as the students pictured.
The unit opener photo shows a group of boys or teen aged
young men who are clearly on a sports team together, Answers
although the exact sport is not shown. They are either 1 Students’ answers will vary. Sample answers include:
practicing or playing informally as they are not wearing Graduations, exam results, sports team successes, getting into
a team uniform. They are joining hands together as a college, getting a job, passing a driving test, etc.
motivational or celebratory bonding activity, which team 2 Students’ answers will vary. Sample answers include:
People like to celebrate achievements to share good news, to
players often do before or after a game. The photograph
share positive experiences, to show off, etc.
relates to the unit theme and subsequent exercises because 3 Students’ answers will vary. Sample answers include:
it focuses on the feeling of trying to do your best and Yes, to motivate people to work on things. No, because
personal achievements in general. it might take away from the purpose of the achievement. It
depends on what the achievement is and the people’s goals.
Photographer
Edu Bayer r Video Script
Edu Bayer is a New York City–based award-winning In this photo, kids from the neighborhood hold hands as
documentary photographer. With more than ten years of they play basketball at the ARK youth center in Southside
experience in several countries, he has worked for most Chicago. Young people from the most depressed areas
leading international outlets like The New York Times, in town get support in their studies, coaching, and sports
National Geographic, Time, The New Yorker, The Wall Street at this youth center. There was this sense of unity and
Journal, Newsweek, Aljazeera, El País Semanal, Foreign Policy, community that they were about to do something fun in a
Le Monde, and The Guardian, among others. He is the very difficult environment because, in this part of the city,
recipient of accolades as Picture of the Year, Pulitzer Prize they are lacking many opportunities.
Finalist, Arts for Social Improvement La Caixa. Edu recently
Team achievements for young people usually happen at
published the books Microcatalalunya about rural life and
school or playing sports. Celebrations create connections
Els fets de l’1 d’Octubre (the events of October 1) about
between people and it is very good to be able to work in
the independence struggle in Catalonia. He has shown
teams because you learn from the others, and it lets you
his photography in exhibits in New York, Berlin, Budapest,
improve. Teamwork is also crucial for most of the professional
Havana, Hong Kong, Valparaiso, and Barcelona. Born in
fields nowadays.
Barcelona, Edu studied chemical engineering and also
holds a master’s degree from the Danish School of Media Celebrating achievements is important because it gives
and Journalism. people a reason to work and it also makes you want to work
harder. It helps team building, it teaches you what a good
team is like …celebrations make us feel good, and happiness
Unit Snapshot is something everybody wants in life. I like to celebrate my
1 For question 1, ask what an overachiever is, and elicit achievements with my friends and my family, of course but,
ideas for something an overachiever might not be afraid it’s also important to me to get recognition from my own
to admit. industry and colleagues. Any day, and any situation is good
2 For question 2, give students some background to celebrate.
information about Big Ben a (clock tower in London and
famous landmark) before asking for predictions. Exercise 1
3 For question 3, have students brainstorm qualities that 1 Check students’ comprehension of all the achievements,
might make someone both a successful CEO and a especially the phrase forgiving yourself and the term
marathon runner. marathon. Ask a few volunteers to share examples of
mistakes one might have to forgive themselves for, e.g.,
Discussion Questions hurting a friend’s feelings, breaking something of value that
1 Direct students’ attention to the questions below the belonged to someone else, lying about something, etc.,
picture. When you ask students to describe the image, and of examples of kind acts, e.g., from holding open a door
provide words and phrases to help them as necessary, for a stranger, or stopping to give directions to someone
for example, forming a huddle, T-shirts, sports team, team who looks lost, to paying a bill for someone. Provide brief
uniform. Ask specific questions about the picture: How explanations and examples if students are unsure.
old do you think the boys are? Where are they? What kind of 2 Have students work alone to rate the achievements and
sport do you think they are playing? What is happening in the add another of their own. Circulate to answer individual
picture? Why are they doing this? questions as needed.
Exercise 2
where Edu Bayer answers these questions from his 1 Put students in pairs to compare their rating. Tell students
perspective. Play the video for students as many times to give reasons for their answers and to notice especially
as needed to check comprehension and discuss any the ones they rated very differently from each other.
vocabulary items. 2 Have pairs share an example of one rating they agreed
3 Encourage students to discuss their opinions of students on and one they disagreed on, stating their reasons.
being able to have tangible achievements such as winning a As students share, correct any pronunciation errors as
2 Wide Angle Teacher’s Guide

4511179_WA_TG4.indb 2 5/10/19 12:30 PM

needed. Optionally, tally the highest- and lowest-rated 3 After they have finished, ask them which questions
achievements on the board, and have students work in required them to skim (c and e) and which required
pairs to draw conclusions about reasons for the rankings. them to scan (a, b, d, and f ).
Real-World Goal Exercise 2 IDENTIFY

By the end of this unit, students will be able to watch a 1 First, check that all students know what the “introduction”
movie about a famous person because they will have refers to. Limit the amount of time students have to skim
practiced vocabulary about achievements and used the (e.g., 15 seconds).
simple present, present continuous, and present perfect in 2 Have students look away from the reading and share what
context. Have students report back to the class about the they learned from the skim of the introduction in pairs.
movie they watched and the famous person’s achievements. 3 Ask students to predict what the reading will be about.
Accept all predictions. Put their predictions on the board
to check later.
Lesson 1.1 Getting to the Top Answers

Identify overachievers.
Exercise 1 ACTIVATE Exercise 3 INTEGRATE

1 First, direct students’ attention to the title of the lesson, 1 Have students say how they will skim the rest of the article,
and ask if they know what the top means in this case. i.e., reading quickly only the first and last sentences of each
Ask a few volunteers to share their ideas. Provide a paragraph and noticing any repeated words. Again, tell
brief explanation and examples if students are unsure. students you will limit the time they have to skim.
Alternatively, have students look up the meaning of the 2 Instruct students to start and finish when you tell them to.
phrase to be at the top of your game. Ask students what After they finish skimming, look at the predictions on the
they think the lesson will be about. board and check which ones turned out to be accurate.
2 If needed, have volunteers talk about the types of 3 Have students work independently to match the article’s
achievements one might list, the types of skills one might subheadings to the numbered sections. Assist students
take classes in, and what the phrase go wrong means. as needed.
Then have students complete the quiz in pairs. 4 After students complete the exercise, put them in pairs
3 After pairs complete the exercise, elicit from students to check their answers. Have them look back at the blog
what the purpose of the quiz was and what the answers article to give evidence for their answers.
might say about a person. Refer students to the title of the 5 Go over answers as a class.
lesson again, and explain that this quiz illustrates one way
people who are successful achieve their personal goals. Answers
1 D 3 A 5 B
Answers 2 E 4 C
The quiz was trying to find out whether we are overachievers.
Exercise 4 IDENTIFY
1 Go over the instructions with students. Ask volunteers to
Reading Skill
explain how to scan, i.e., put a question in your head and
Skimming and scanning read quickly for key words from that question to find the
GO ONLINE answer.
1 Ask students if they know the difference between 2 Have students read the groups of words in a–e. Check
skimming and scanning. Brainstorm two lists on the their comprehension of them. Then have students work
board, and then go over the box content to clarify as independently to do a preliminary match of the groups of
needed. words with possible subheadings from Exercise 3. Draw
students’ attention to the sentence in the Reading Skill
Extra Practice
box that explains that often when you scan, you already
1 Write questions on the board that require students to
have an idea of where the information should be.
both skim and scan their textbook, such as:
a When was this book published? 3 Instruct students to work independently to check their
b How many units are there? predicted matches.
c Read the unit titles. Find one that looks interesting 4 After completing the exercise, go over students’ answers
to you. Have a look inside the unit. What is the first in pairs, in groups, or as a class.
section about?
d Which unit is titled Survival?
Answers
4-a 5-c 3-e
e In the unit “Survival,” what happened in Lisbon, and
1-b 2-d
when did it happen?
f What starts on page 159?
2 Tell students to read very quickly to find the answers to
the questions. Give students a limited time to answer the
questions (e.g., 5 minutes).
Level 4 Unit 1 3
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Exercise 5 INTEGRATE 2 Put students in groups to share their definitions and
1 Read the instructions with students. Ask students who examples. Elicit responses from the class. Alternatively,
Josh and Esmé are. (Esmé is the author’s daughter, and have the groups choose the best definition or example
Josh is one of her classmates.) from their group and share just those. Write them on the
board to compare.
2 Have students read the blog article silently.
3 Have students work independently to complete the Answers
exercise. Then have students check their answers in pairs. Students’ answers will vary. Sample answers include:
4 Have volunteers read their answers to the class, giving 1 miss an opportunity: to not take the opportunity to do
something, for example: to not talk to an English-speaking
evidence from the text to defend their choices.
person you met by chance in order to practice your English
Answers 2 take risks: to expose oneself to the possibility of something
1 Josh 3 Josh 5 Esmé / Josh unpleasant occurring, for example: to get on a train without
2 Esmé 4 Esmé 6 Josh a ticket
3 make the most of something: to gain as much advantage or
enjoyment as you can from something, for example: to do
t Exercise 6 WHAT’S YOUR ANGLE? outdoor activities on a day when the weather is good
1 Direct students to look back at the quiz they took in 4 make a difference: to have a significant effect on a person or
Exercise 1 to determine whether they are overachievers. situation; to cause a change, usually an important one, for
example: to create something new that will help a lot
2 Have students discuss their answers in pairs. Ask students if of people
they know of people who are overachievers and, if so, to say 5 do your best: to make every possible effort, for example: to
which of the characteristics of overachievers they exhibit. run as fast as you can in a race
6 take advantage of something: to make good use of
Answers something or an opportunity, for example: to talk to an
Student answers will vary. Sample answers include:
English-speaking person you met by chance to practice your
According to the quiz, I am/I’m not an overachiever because I
English
often /don’t often …
Exercise 7 VOCABULARY Grammar in Context

1 Read the instructions and verbs aloud. Explain that many Simple present, present continuous, and present perfect
students confuse do and make because although they GO ONLINE
sometimes can mean the same thing, they collocate 1 Go over the Grammar in Context box with students.
differently with different nouns, e.g., do homework, make 2 Tell students to make a list in their notebooks of different
the bed. tenses / aspects on separate pages and then start keeping
2 Have students work independently to complete the a list of the particular uses and idiosyncrasies of each
exercise. Ask them to check their answers in the article tense / aspect.
by scanning for the words and seeing how they are used 3 Remind students of the helping verbs for each tense: do /
after first trying to do the exercise on their own. don’t and does / doesn’t for the simple present; is / isn’t,
are / aren’t, am / I’m not for the present continuous; and
Answers
have / haven’t and has / hasn’t for the present perfect.
1 miss 3 make 5 do
2 take 4 make 6 take 4 For additional practice, see Grammar focus on page 159 in
the Student Book.
Oxford 3000 words Extra Practice
opportunity risks difference advantage 1 Divide students into two teams of eight to ten to play a
chain game with tenses.
Exercise 8 BUILD 2 Tell students to get into circles. Have the first student
1 Read the instructions with students, and then have in each team say the sentence Marco gets up every
students complete the exercise independently. morning at 6. The next student repeats that sentence and
2 Call on volunteers to read their sentences. Work as a class then adds another activity in the simple present. This
to correct any errors. continues until a student forgets something. Then that
team is “out.”
Answers 3 Have all groups use the same starting sentence, as it is
1 take risks 4 do my best fun for students to compare the final sentence for each
2 make a difference 5 take advantage of team. Put the final sentences on the board to compare.
3 miss an opportunity 6 make the most 4 Play the game again with present progressive and
present perfect verbs.
Exercise 9 INTEGRATE
1 Direct students to work independently to complete the
Exercise 10 IDENTIFY
exercise. 1 Read the instructions with students, and go over the
example sentence in the Grammar in Context box.
2 Have students complete the sentences individually or in
pairs.
3 Go over answers as a class.

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Answers t Exercise 14 WHAT’S YOUR ANGLE?
1 doesn’t get 4 have made 1 Have students read the instructions and the first example
2 is reading 5 have (already) made sentence independently. Point out that in this case the
3 is developing sentence is completed and another sentence is added to
further explain. Have students complete the sentences
Exercise 11 APPLY with their own ideas. Circulate as needed to help with
1 Have students identify the people in the photos. Put them ideas and vocabulary. Encourage students to be specific.
in groups of three or four to make a list of all the things 2 Put students in groups to compare and discuss their
they know about them. Tell groups to choose a note-taker sentences.
and a group leader. Have each group leader share the 3 As a class, have volunteers share what they learned from
group’s list with the class. each other.
2 Read the instructions with students. Then have them
Answers
complete the exercise independently before comparing Students’ answers will vary. Sample answers include:
their answers in pairs by taking turns reading their 2 try something new, especially if it is an experience I can
sentences to each other. learn from.
3 listen to them and try to understand their needs. When you
Answers try to help people with what you think they need, it’s easy to
1 holds 5 has written 9 is increasing make mistakes.
2 view 6 has done 10 has helped 4 to do everything right. It is through trying and making
3 is still playing 7 has even run mistakes that we learn.
4 has recently played 8 shows 5 my own talents. For example, I know I’m good with meeting
new people so I like to put myself in situations where that is
Exercise 12 IDENTIFY going to happen.
6 you can. That opportunity might not come around again.
1 Read the instructions with students. Suggest that they
first read all of the sentences to identify the four sentences
with errors before correcting them. Students at this level
can be instructed to listen to how the sentence “sounds”
to them to identify the sentences with errors. Lesson 1.2 View from the Top
2 Have students identify the incorrect sentences first as Student Book pages 7 – 9
a group. Then have students make their corrections
individually. Exercise 1 ACTIVATE
3 Put students in pairs or groups to compare answers before 1 Ask students about the tallest buildings they have been in.
calling on volunteers to read their corrected sentences. Then elicit the tallest buildings in the world, and write the
list on the board.
Answers
1 have wanted 3 exercises 5 has waited 2 Direct students to look at the information in the chart. Ask
2 correct 4 is currently writing 6 correct which building is the tallest and how many feet it is. For
those who aren’t familiar with imperial measures, explain
that there are approximately three feet in one meter.
3 Have students read the instructions and work in pairs to
1 Have students take a moment to think about the people complete the chart and match the structures to the views
they know and choose someone they want to talk about. from the tops of the buildings.
Depending on your students, let them brainstorm some
4 Have the class call out the answers they think are correct.
characteristics, achievements, or reasons why they have
Do not indicate which answers are correct at this point.
chosen this person and make a list of notes.
Let students know that they will be listening for the
2 Put students in pairs to share their overachievers and their correct answers in the next activity.
achievements.
3 Have students refer to Exercise 2 to see which of the Answers
qualities described in the blog article are exhibited by Burj Khalifa: Dubai, 2010, A
their overachievers. Then have students close their books Abraj Al-Bait Towers: Mecca, 2012, C
and elicit the list of qualities and write them on the board Empire State Building: New York City, 1931, E
Tokyo Tower: Tokyo, 1958, D
before having pairs determine which of the qualities their
Eiffel Tower: Paris, 1889, B
overachievers possess.
Answers e Exercise 2 ASSESS

Student’s answers will vary. Sample answers include:
1 Read the instructions. Tell students to listen specifically for
My friend Marielle has achieved a lot in her life so far. Marielle has
been a friend of mine since I was little. She has received many
the information they needed for Exercise 1. If you do this
awards for … in class together, have students raise their hands as they
hear an answer.
Level 4 Unit 1 5
4511179_WA_TG4.indb 5 5/10/19 12:30 PM

2 Go over the answers as a class. If students don’t know an 3 Put students in pairs to compare answers before going
answer or got an answer wrong, replay the part of the over the answers as a class.
documentary with the answer in it, and try to get students 4 Have students listen to each other take turns reading the
to repeat what they hear. second and third paragraphs to one another while they
Audio Script underline the words their partners are stressing.
5 Read the second and third paragraphs while students
e CD 1, Track 2 check their answers.
For many years after its completion in 1931, New York’s Empire
State Building held the title of the “world’s tallest building.” It is now
surrounded by other tall buildings, but it is still one of the tallest in
e Exercise 4 IDENTIFY
New York. The Burj Khalifa in Dubai became the world’s tallest man- 1 Have students listen and write the sentences they hear.
made structure in 2010, at 828 meters. It towers above an artificial 2 Put students in pairs or groups to compare their answers.
lake and the enormous Dubai Mall. In the same region, the Abraj Call on volunteers to write their sentences on the board.
Al-Bait Towers is a collection of seven towers, completed in Mecca,
Saudi Arabia, in 2012. The tallest of the towers is the third-tallest Answers
building in the world and has the world’s largest clock face. The 1 The tall building.
towers are next to the world’s largest mosque. A smaller but still 2 It’s the tall building.
significant structure is the Tokyo Tower. The design of this orange- 3 It’s one of the tallest buildings.
and-white tower was influenced by the Eiffel Tower. Built in 1958, it is 4 I think it’s one of the tallest buildings.
the second-tallest structure in Japan. The Eiffel Tower itself was built
for an 1889 show in Paris and is surrounded by public parks. Though
much loved now, it was disliked by many when first built.
e CD 1, Track 3
t Exercise 3 WHAT’S YOUR ANGLE? e Exercise 5 ASSESS

1 Have students read the instructions. Remind them that
1 Direct students to read the discussion questions. Put them
the stressed words are the most important words and are
in pairs or small groups to discuss their answers.
often nouns, verbs, adjectives, and numbers.
2 Tell students to rate the towers individually from 1 to 5
2 Have students work independently to underline the
with 5 being the one they would most like to visit. Then
words they think will be stressed. Then have them listen to
have them compare their ratings with their partners or
the recording to check their answers.
group members. Remind them to give reasons for their
choices. 3 Go over answers as a class. For the ones that students
have difficulty with, have them repeat the sentences in
Answers two or three parts after hearing the sentences on the
Student’s answers will vary. Sample answers include: recording.
I’ve visited … or I’ve always wanted to visit … The towers I’d most
like to visit are first … Answers
1 New York’s Empire State Building held the title of the
“world’s tallest building.”
Listening Skill 2 The Burj Khalifa in Dubai became the world’s tallest man-
Recognizing sentence stress and word boundaries made structure in two thousand ten.
GO ONLINE 3 The tallest of the towers is the third tallest building in
the world.
1 Direct students to read the information in the Listening 4 The design of this orange-and-white tower was influenced
Skill box. by the Eiffel Tower.
2 Illustrate what a stress-timed language is (languages that 5 Built in nineteen fifty-eight, it is the second-tallest structure
stress important words versus syllable-timed languages in Japan.
such as Spanish or Japanese that stress each syllable 6 Though much loved now, it was disliked by many when
equally) by beating out the stress of the sentence in the first built.
box with a pencil on the table. Then read the sentence by
stressing every syllable. Ask students if they can hear the e CD 1, Track 4
difference.
e Exercise 6 INTEGRATE
3 Have students read the sentence in the box to each other
1 Have students read the instructions. Then play the audio
stressing the underlined words. After you beat out the
to determine which building it is about.
stress of a sentence, ask students to listen for the words
that you speak while your pencil hits the table to show 2 Have students listen again to write the sentences.
them that these are the stressed words. Check the sentences as a class before having students
predict the stressed words.
4 Have students beat the example sentence with you. Point
out to students that unstressed words are said between 3 Have students listen one more time to check their
the beats and can be multiple words. answers. You may want to have them repeat the
sentences while tapping their pencils on their desks.
Extra Practice
1 Tell students you are going to read the first paragraph Answers
of the Listening Skill box aloud while you beat out the 1 Tourists love this New York landmark.
stress with a pencil on a table. 2 For 40 years, it was the world’s tallest building.
3 It stands 443 meters tall.
2 Have them read and listen to the sentences while you
read them aloud, and underline the stressed words.
e CD 1, Track 5

4511179_WA_TG4.indb 6 5/10/19 12:30 PM

e Exercise 7 IDENTIFY State Building is a symbol of both New York and the United States. It
was ranked number one on the list of America’s favorite architecture
1 Have students read the instructions. Give students time by the American Institute of Architects. The Empire State Building
to read each sentence frame before listening to it. Tell was an ambitious architectural project when it was first built. Its
them to think about the types of words that might fill in construction was a great achievement, and it has motivated many
the blanks. around the world to think differently about what they, too, can do.
2 Play the audio, stopping after each item if needed to
give students time to fill in the blanks. Explain that it Vocabulary Development
can be useful to say the sentences in their heads before Collocations
attempting to fill in the blanks. GO ONLINE
3 Give students a chance to look at their sentences and 1 Direct students to read the information in the Vocabulary
make sure they make sense before comparing them with Development box. Go over the examples. Point out that
a partner. collocations are more about common use than they are
4 Play the audio so students can listen again and check their about rules.
answers. 2 If needed, add the following examples to further illustrate
the point: We say a tall person, not a high person, and do
Answers
1 The Empire State Building is in midtown Manhattan in
your homework, not make your homework.
New York City. 3 Review the relationship between statements and
2 It was designed by William F. Lamb. questions with be. Write a statement on the board: He is a
3 In 1933, the building became a worldwide icon. driver. Ask a volunteer to convert it into a question.
4 The Empire State Building is a symbol of both New York and
the United States. Oxford 3000 words
5 Its construction was a great achievement, and it has make contact live dangerously heavily guarded
motivated many around the world.
Extra Practice
e CD 1, Track 6 Have students find a collocation for each type listed in
the Vocabulary Development box in the blog article in
r Exercise 8 INTEGRATE Lesson 1.1.
1 Give students time to read the notes. Tell them to make
some guesses as to the possible numbers and dates that Exercise 9 BUILD
will be listening for. 1 Have students read the directions before going over the
2 Play the video while students complete the notes. pronunciation and word types of the words in the box.
3 Have students compare their completed notes with a 2 Have students complete the sentences individually before
partner. Tell them to take turns reading the information to comparing their answers in pairs or groups.
each other to check their answers. 3 Go over the answers as a class.
4 Play the video again so students can check their answers. Answers
Answers 1 recognized, adverb + adjective
2 progress, verb + noun (make progress) and adjective + noun
1 443 3 3,400 5 3 7 40 9 1933
(real progress)
2 102 4 5 6 18 8 1 10 4
3 highly, verb + adverb
4 designed, adverb + adjective
Video Script
5 trouble, verb + noun
r The Empire State Building 6 differently, verb + adverb
The Manhattan skyline is one of the most widely-recognized in the
world. But for over 80 years, one building has been the most famous
in New York—the Empire State Building. Building the tower was a Oxford 3000 words
clear sign that architects and engineers at that time were making highly progress trouble
real progress. Professionals in the field have always thought highly designed differently recognized
of it, and the building has been named as one of the seven wonders
of the modern world by the American Society of Civil Engineers. e Exercise 10 IDENTIFY
The Empire State Building is in midtown Manhattan in New York
City, and takes its name from the nickname for New York state. It has 1 Go over the instructions and the sentences to check
stood at the intersection of 5th Avenue and 34th Street since 1931. comprehension of the options.
The building is 381 meters high. With the radio tower at the top, it 2 Have students work independently to choose the correct
stands 443 meters tall. It has 102 floors and was the first building in words before listening to the audio to check their answers.
the world to have over 100 stories. The 20 meter rod at the top of the
building means the building avoids trouble from lightning strikes. It 3 After students listen to each sentence, have a volunteer
was designed by William F. Lamb, and construction of the building read the sentence to check answers as a class.
began on March 17th 1930. 3,400 men worked on the building.
Five workers died during the construction. The beautifully designed Answers
building—built in the Art Deco style—opened on May 1st 1931, 1 guarantee 3 secretly 5 acquire
three months ahead of schedule and $18 million under budget. For 2 absolutely 4 seriously 6 simply
40 years, it was the world’s tallest building. In 1933, the building
became a worldwide icon. The film King Kong ends with a famous
scene on top of the Empire State Building. Tourists love this New
York landmark, and about four million visit every year. The Empire
Level 4 Unit 1 7
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Audio Script 2 Have students make their corrections independently.
e CD 1, Track 7 3 Put students back in their groups to compare answers
1 Hard work does not guarantee success. before calling on individuals to read their corrected
2 You should be absolutely certain you will succeed before sentences.
you start.
3 Most people are secretly pleased when other people fail at Answers
something. 1 are wanting > want
4 To achieve your academic goals, you have to take your studies
3 are not believing > don’t believe
seriously.
5 aren’t owning > don’t own
5 It is better to acquire knowledge rather than experience if you
want to be successful.
6 We should stop worrying so much about achieving bigger and
better things and learn to live simply.
1 Have students look at the photo and say what they
t Exercise11 WHAT’S YOUR ANGLE? know about the Great Pyramids, e.g., their location, age,
1 Have students read the sentences in Exercise 10 and purpose, etc. Ask if any students have visited them.
check the ones they agree with. Tell students to be ready 2 Have students read the complete text before trying to do
to explain their reasons. the exercise.
2 Put students in groups or pairs to discuss their answers. 3 Have students reread the text, this time completing the
Alternatively, ask students to prepare a one-minute talk on sentences individually.
the one sentence they most agree with. Tell students to 4 Put students in pairs to take turns reading their sentences
think of examples that explain their point. For big classes, to their partners to check their answers.
divide the class into large groups and have students
present to their group. Answers
1 wanted 5 led
Answers 2 reached / reaches 6 are changing
Students’ answers will vary. Sample answers include: 3 were 7 understand
I agree with sentence 1 because it’s possible to work very hard 4 knew 8 knows
but not succeed. For example, sometimes I spend hours on my
homework, but I still get the answers wrong. t Exercise14 WHAT’S YOUR ANGLE?
1 Put students into pairs or groups to discuss the question.
Grammar in Context Tell them to use their imaginations.
State verbs 2 If needed, point out to students how recent it was that
GO ONLINE people could not have imagined smart homes. Circulate
1 Direct students to read the information in the Grammar in to help with vocabulary as needed.
Context box. Answers
2 Explain that these words rarely describe actions, which is Students’ answers will vary. Sample answers include:
why they are not used in the present continuous. I think the next major engineering achievement will be finding a
3 For additional practice, see Grammar focus on page 159 in way to live under the water.
the Student Book.
Extra Practice Exercise 15 INTERACT
1 On the board, write the column headings State and Have pairs or groups share their engineering achievements
Dynamic. from Exercise 14 with the class.
2 Have students close their books. Then call out verbs from
Answers
the two lists, and have students call out state or dynamic.
State verbs: think, need, believe, prefer, know, The two engineering achievements that we think will be most
understand, feel, sound, like, appear, love, hate, include, likely are first that engineers will find a way to live under the
want, be, look, weigh, see, hear, belong, own, have (etc.) water, and second that all living areas will have big bubbles over
Dynamic verbs: talk, watch, eat, choose, listen to, look them to keep the air clean.
at, plan, act, get, buy, reach, design, draw, write, record,
progress, risk, miss, take, use, study, learn, teach (etc.)
3 List each verb under the correct heading.
4 Put students in pairs to make sentences with two
verbs from each category. Tell them to use the present Lesson 1.3 Positive Impressions
continuous for the dynamic verbs and the present Student Book pages 10 – 11
simple for the state verbs.
Exercise 1 ACTIVATE
Exercise 12 IDENTIFY 1 Ask students the types of jobs they have or would like to
1 Read the instructions with students. Suggest that students have. Ask students what kind of job they think the photo
first read all of the sentences to identify the three with is depicting.
errors before correcting them. Then put them in groups to 2 Have students read the instructions and the job ad.
compare. Remind students to listen to how the sentence
“sounds” to help them identify the sentences with errors.

4511179_WA_TG4.indb 8 5/10/19 12:30 PM

3 Put students in small groups to share their ideas before Exercise 5 IDENTIFY
eliciting ideas from volunteers. Write the job skills and 1 Have students work individually to complete the exercise.
experience on the board.
2 Call on volunteers to give their answers.
Answers
Answers
First paragraph: 1
They are looking for someone who has managed a large
Second paragraph: 2
company before and who is hardworking and well-organized.
Third paragraph: 3

1 Have students work in small groups to discuss the
1 Have students work independently to complete the
questions. Tell them to talk about their own work skills and
exercise.
work experience.
2 Read the less positive item aloud, and have the class call
2 Have volunteers tell the class whether they would apply
out the matching positive item.
for the job, saying why or why not.
Answers
Answers
1-e experienced
2-f demanding high-profile
1 I would apply for this job because I am well-organized and
3-c developed strong skills in teamwork
have experience managing large projects.
4-d find solutions for
2 I would not apply for this job because I prefer to work on only
5-b gain a position in a larger company
one thing at a time.
6-a further develop my skills
Exercise 3 IDENTIFY Grammar in Context

1 Have students read the personal statement and decide if
the person is right for the job. Each and every
GO ONLINE
2 Put students in small groups to discuss their opinions.
3 Have volunteers call out their groups’ decisions. 1 Direct students to read the information in the Grammar in
Context box.
Answers 2 For additional practice, see Grammar focus on page 159 in
Students’ answers will vary. Sample answers include: the Student Book.
Yes, because this person’s job skills and job experience match the
job skills and experience required. Extra Practice
1 Put students in pairs to take turns reading the sentences
aloud to one another.
Exercise 4 INTEGRATE 2 Ask students to note the form of need. Ask students to
1 Have students reread the personal statement in Exercise 3 say what the subject is that need agrees with in these
and complete the checklist. sentences.
2 Have students compare their answers in pairs. If they 3 Have students write three sentences like the ones in the
disagree, have them find evidence in the personal Grammar in Context box about students in the class, e.g.,
statement for their choices. Each of the students has a textbook. Circulate to help with
vocabulary and form.
Answers
4 As students finish, have some write their sentences on
All the points except the fifth point are correct. It is not usual to
use he / she in a personal statement.
the board for all to review and correct, if desired.
Exercise 7 IDENTIFY
Writing Skill 1 Have students work independently to complete the
Using appropriate language exercise.
GO ONLINE 2 Call on individuals to read their examples aloud.
1 Have students read the information in the Writing
Answers
Skill box. I have worked … in each of the company’s international offices.
2 Have students find other positive structures and words in point 3
the personal statement. I have used each language to build relationships … point 2
… on every project I have been involved with … point 1
Extra Practice
1 Have students complete sentences 1, 2, and 3 from the
Writing Skill box about themselves. Exercise 8 INTERACT
2 Put students in pairs, and tell them to exchange papers 1 Have students complete the exercise individually.
and read each other’s sentences. Suggest that they refer to the Grammar in Context box
3 Tell partners to ask each other about the information in to help them.
the sentences to see if they can elicit any more detailed 2 Put students in pairs to compare answers before going
information that their partner can include. over the answers as a class.
Level 4 Unit 1 9
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Answers Answers
1 each 3 team 5 them Students’ answers will vary. Sample answers include:
2 challenge 4 every 1 public
2 probably not
Positive phrases: 3 one is asking for information (about a company), the other is
1 learned a lot giving information (about a company)
2 successfully dealt with each challenge 4 making inquiries, providing information
3 I believe I am that person
4 received extremely positive comments
Exercise 9 PREPARE 1 Play the video, and have students work independently to
complete the exercise.
1 Put students in pairs to complete the exercise. First have
them tell each other their preferred jobs. 2 Go over answers as a class.
2 After students discuss their preferred jobs, have them Answers
complete the table for one of the jobs. Then have them Students’ answers will vary. Sample answers include:
create another table for their partner’s job. Circulate to 1 Type of setting: signs, furniture, etc.
help with vocabulary as needed. 2 If speakers know each other: words spoken—no names,
degree of formality
Answers 3 / 4 Roles and purpose: questions asked, information
Students’ answers will vary. Sample answers include: exchanged
I would like to be a landscape designer. The skills I’d need are …
and the experience I’d need is … r English For Real Video Unit 1
Exercise 10 WRITE r Exercise 3 ASSESS

1 Have students read the information they need to watch
1 Have students use their completed tables from Exercise 9
for. Check students’ comprehension of inquiries.
to help them write the first draft of their personal
statements. 2 Play the video again and have students work
independently to take their notes. If needed, replay the
2 Have students use the checklist to revise their first drafts.
video again for students to check their notes.
Exercise 11 IMPROVE 3 Put students in pairs to compare their notes before going
1 Put students in pairs. Have them exchange papers and over answers as a class.
give each other feedback. Answers
2 Allow time for partners to explain their feedback to Students’ answers will vary. Sample answers include:
each other. information Kevin gives: he is a student / interested in
part-time work (evening / weekend work) / interested in forensic
t Exercise 12 WHAT’S YOUR ANGLE? technology / in classes all day tomorrow
1 Use sticky tape or thumbtacks to post all the personal information Kevin inquires about: if company has part-time work
statements around the room. (evening / weekend work) / how he can apply / if the person
contacting him can text instead of calling / where the interview /
2 Have students walk around the room reading the personal company office is
statements. Tell them to note down any phrases or
sentences they particularly like in a notebook, along with Video Script
the names of the student who wrote the statement.
3 Provide time for students to let the student authors know Company Rep Hello!
which sentences or phrases they noted down. Kevin Hi. I wonder if you could help me.
Company Rep Sure.
Answers Kevin Does your company hire part-time? I’m a student so
Students’ answers will vary. Sample answers include: I can only work evenings and weekends.
Alex’s personal statement made a positive impression on me Company Rep Yes, we do. Are you interested in forensic
because he has some experience and he explained how he dealt technology?
with challenges in a detailed way. Kevin Yes, I am! So, how do I apply?
Company Rep Fill out this application, and then we'll call you
tomorrow to set up an interview.
Kevin Right. Uh, could the person text me instead? I’m in
classes all day.
Company Rep I'm sorry, that's not possible. We call first, then our
Lesson 1.4 Asking the Right interviewees come to the office.
Kevin I see. Thanks for your time!
Questions Company Rep Well thanks for stopping by!
Student Book pages 12 – 13 Kevin Oh, sorry to trouble you but… where is your office?
Company Rep Our office is on Main Street. Next to the Law Office.
Exercise 1 ACTIVATE Kevin Really? Great! Thanks!
Company Rep Good luck!
1 Direct students’ attention to the video stills. Ask them to Andy Hey Kevin! How did it go?
discuss the questions with a partner. Kevin You won’t believe it! That Tech company is right next
to where you work! We could meet on breaks… or
2 Call on volunteers to share their ideas with the class.
for dinner … How cool would that be?
Andy Sounds like you asked the right questions.
4511179_WA_TG4.indb 10 5/10/19 12:30 PM

Real-World English Answers
Making inquiries Students’ answers will vary. Sample answers include:
1 I wonder if you could tell me the location of the office? /
1 Read the information in the box aloud, modeling the
Could you tell me where the office is?
intonation of the more polite ways of making inquiries. 2 Do you know the time of the interview? Could you tell me the
Ask if students have any questions. time of the interview?
3 Could you call me tomorrow? / I wonder if you could call me
Real-World English Strategies tomorrow?
This chapter essentially focuses on polite, indirect 4 Sorry to bother you, but do you know how to get there? /
questions. There are other ways in which indirect Could you give me information about how to get there?
questions can be formulated in addition to those
presented in the Real-World English box on page 12. These Audio Script
include Would you mind telling me if… and Do you mind e CD 1, Track 8
if I ask… To help your students practice polite, indirect 1 I wonder if you could tell me the location of the office.
questions, you can present them with some sample 2 Do you know the time of the interview?
3 Could you call me tomorrow?
dialogs, such as this one: 4 Sorry to bother you, but do you know how to get there?
A passenger approaches an information desk at the
airport: Exercise 6 PREPARE
Clerk: Hello, welcome to Seattle. How can I help you? 1 Put students in pairs to practice asking and answering
Passenger: Hi, where is the train to the city? questions about jobs using the information in the box.
1 Together, discuss 1-2 examples and talk about different 2 Circulate to listen to the questions and answers, offering
ways in which the passenger can ask the question in a help as needed.
more polite way.
2 Draw your students’ attention to the word order, for
Exercise 7 INTERACT
example: Can you tell me where is the train to the city? 1 Have students read the two different situations. Tell them
(incorrect) vs. Can you tell me where the train to the city to each think of an actual job and job situation for their
is? (correct) situation.
3 Next, ask your students to work in pairs and write similar 2 Have them decide who is going to be the job seeker first.
short dialogs using direct (and less polite) inquiries. Then have them ask their questions.
4 Ask the pairs to exchange their dialogs with another 3 Have students exchange roles with a new job and new
pair and rewrite the inquiries in a more polite way. answers for Situation 2.
5 Share a few examples with the whole class. Exercise 8 ANALYZE
1 Join pairs together to role-play in front of each other.
Exercise 4 ANALYZE 2 Tell the pair that is listening to take notes while they are
1 Put students in pairs to complete the exercise. listening so that they can give better feedback.
2 Have volunteers call out their matches. Correct any errors 3 For more practice, create a job fair in the classroom with
as a class. half the students sitting at desks as employers. To do this,
put the employers in pairs to create job situations with
Answers
1 B—by reassuring the person they can help
posters to put on their desks.
2 A—by giving information
3 C—nothing / reassuring
4 A—by giving information 1 Give students a minute or two to think about the
5 D—by giving information questions.
6 A—by giving information 2 Put students in pairs or small groups to share their
memories of their experiences.
Answers
1 Have students look at the questions, and ask them if they Students’ answers will vary. Sample answers include:
are direct, indirect, polite, or friendly. The last time I made an inquiry was last summer when I was
2 Have students read the directions and complete the applying to this school. It was about the prices and schedules of
exercise in pairs. the classes. Yes, the person I spoke to was helpful. He gave me all
the answers I needed.
3 Have pairs call out their answers.
Level 4 Unit 1 11
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Interviewer Great. Well, before we finish, do you have any
questions for me?
Lesson 1.5 A Successful Candidate I do, actually. I’d like to ask about company training
opportunities…
Interview
Student Book page 14 Speaking
Answering interview questions
Exercise 1 ACTIVATE GO ONLINE
1 Have students make a list of interviews they’ve had for
1 Direct students to read the information in the box.
either work or study.
2 Have students identify the following in the response: the
2 Put them in pairs to share the interview questions they
formal language, the details, and the specific examples.
remember. If they can’t remember many, have them
brainstorm possible interview questions for those Extra Practice
particular situations. 1 Write the following question on the board: Tell us about a
3 Write their questions on the board. recent challenge you had to overcome at work or in school.
2 Put students in pairs to brainstorm some possible
Answers challenges and solutions to those challenges.
Students’ answers will vary. Sample answers include: 3 Have students choose a challenge and write a sentence
The last interview I had was for … Some of the questions or two identifying or explaining the challenge and
included …
saying how they overcame it.
4 Have students who finish early write their sentences on
e Exercise 2 IDENTIFY the board for others to read.
1 Give students a moment to look over the sentences
before they listen. Play the audio, and have them work e Exercise 3 INTEGRATE
independently to put the questions in the correct order. 1 Have students look at the questions.
2 Call on volunteers to read the questions in the correct order. 2 Play the audio again and have students take notes on the
answers.
Answers 3 Put students in pairs to compare their notes.
2 a 1 b 4 c 3 d
Answers
Audio Script Students’ answers will vary. Sample answers include:
e CD 1, Track 9 She’s a project team leader / has worked for Grenville / wants to
Interviewer So, to start off with, can you tell me about yourself? move to a leadership role.
Candidate Well, I’m currently a project team leader at Samton, She listened carefully to an unhappy client and made them feel
and I am in charge of a team of eight. Before that, I valued.
worked for the Grenville Company. I was part of a team She wants to develop leadership skills and get an MBA to get
of three, dealing with customers. I have really enjoyed into senior management.
the move to a leadership role, and that’s why I’m
excited about this role with your company. e CD 1, Track 9
Interviewer Thanks … OK, moving on to success at work now. Tell
me, what do you consider your greatest achievement?
Candidate That’s an interesting question. I think, to date, my Pronunciation Skill
greatest achievement has been to create an award- Word stress in compound adjectives
winning training course for people joining our
company. It is a five-hour session, designed to help GO ONLINE
new employees learn about the company quickly. 1 Have students read the information in the box.
I have delivered it to more than 50 new staff members 2 Read the examples, and have students call out where the
in our company so far, and it won our annual company
award for new projects. stress is.
Interviewer I see. Now, let’s think about challenges in the 3 Write the examples on the board, and have students say
workplace. Could you tell us about something you what the word forms are.
have done to overcome a problem at work?
Candidate One clear example of this was in my last job. A very
important client was unhappy with work that one of
More to Say… Note
our departments did for them, and they were talking When pausing to think about an answer, different cultures
about ending the contract. It was my job to deal with have different rules concerning the amount of silent time
the problem. I overcame the challenge by listening that is acceptable, and filler language. Have students ask
carefully to the client to make sure I understood
you questions and pause longer than usual. Ask students
their point of view. This showed them that they were
a highly valued client, and that we were taking the to tell you at what point the pause is too long. Regarding
problem seriously. As a result, the company signed fillers, the word “well” can be used to extend a pause while
another two-year contract. thinking in more formal situations.
Interviewer Interesting… And finally, one last question…where do
you see yourself in five years?
Candidate Over the next few years, I plan to develop my
leadership skills in my next role, and also to attend a
part-time MBA program. So, in five years I’d like to be
in a more senior management position.

4511179_WA_TG4.indb 12 5/10/19 12:30 PM

More to Say… Activity Answers
1 part-time
Focus: Working in small groups, students use word stress
2 award-winning
in compound adjectives. 3 five-hour
Grouping Strategy: Groups of three to four students 4 two-year
Activity Time: 20 minutes 5 highly valued
Ready, Audio Script
1 Prepare a list of ten level-appropriate compound
adjectives.
e CD 1, Track 10
1 I’d like to attend a part-time MBA program.
2 Make a set of cards in which the first part of each 2 It’s an award-winning course.
compound adjective is on one card and the second 3 It’s a five-hour session.
part is on the other card. For example: 4 The company signed another two-year contract.
5 The clients were highly valued.
four foot part time
open minded brightly lit
1 Have students read the compound adjectives in the box.
ten year old short tempered Check their comprehension of all the terms, having them
give examples of other ways to say the ones that are
well known level headed
unfamiliar.
man eating three week 2 Have students work independently to make true
hard working eight hour sentences about themselves. Tell them to follow the
sentences with examples that illustrate the meaning of
2 Make enough copies so that each small group has a set the compound adjectives they choose.
of cards.
Answers
Set… Students’ answers will vary. Sample answers include:
1 Preteach any unfamiliar compound adjectives. I have only ever worked part-time because I’m still a student.
Review the stress patterns associated with compound In the summers, I usually have a full-time job.
adjectives. The most life-changing experience I have ever had was when …
2 Put students into small groups.
3 Give each pair of students a set of cards. Exercise 6 INTERACT
1 Put students in pairs to listen to each other’s sentences
Go!
and write the compound adjectives they use.
1 Instruct each group to shuffle the cards and then turn
2 Have students mark the stress of the compound
them over and spread them out, face down, in the
adjectives their partners used.
center of the group.
2 Tell them that each student in the group will take turns Answers
turning over two cards. The cards should be visible to all Students’ answers will vary. Sample answers include:
the members of the group. You used the words … and the stressed syllables were …
If the two cards form a compound adjective, then the
student who turned them over will make a sentence Exercise 7 PREPARE
using that compound adjective. The other group 1 Elicit a list of jobs that students have discussed in this unit.
members should listen to make sure students are using Put the jobs on the board. Ask if students want to add any
the appropriate stress pattern for the sentence. If the others to the list.
pronunciation is correct, the speaker keeps the cards 2 Have students return to Exercise 2 to revisit the interview
and turns two more cards over. questions and practice their answers.
If the two cards do not form a compound adjective, the 3 Elicit the types of questions that are appropriate to ask
student turns them back over and puts them back in interviewers and put them on the board.
the original spots. 4 Have students think of two questions to ask their specific
3 Circulate and correct or assist as necessary. job interviewer. Circulate to help with vocabulary and
4 Continue until most groups have turned over a majority wording, as needed.
of their cards.
Answers
My greatest achievement so far has been to …
Could you tell me if the person who gets this job will be working
e Exercise 4 IDENTIFY individually or with a team?
1 Have students read the compound adjectives in the
sentences to themselves and mark the stress. Exercise 8 INTERACT
2 Play the audio and have students check their answers. Put students in groups of three to take turns role-playing the
3 Have students practice repeating the sentences with the given roles.
correct stress.
Level 4 Unit 1 13
4511179_WA_TG4.indb 13 5/10/19 12:30 PM

1 Following the role play, have students share notes about
the three different roles.
2 Have students answer the questions about the
observations in their groups.
Answers
The most successful answers were …
Those answers were successful because the speaker gave a lot of
specific details about …
1 Put students into pairs to do their role plays again using
the successful answers elicited from Exercise 9.
2 Have students reflect on the improvements they made
this time around.
Answers
The questions I answered more successfully this time were the
ones about …

4511179_WA_TG4.indb 14 5/10/19 12:30 PM

Zoom In
Unit 1 Review Exercise 7
Student Book page 147 1 Conduct Task 1 as a walk-around activity. Have students
walk around the classroom talking to different partners.
Vocabulary Instruct them to tell each new partner about the one goal
they’d like to achieve. Explain that they can improve on
Exercise 1 their goal if they hear something from another student
Answers that they can use. Call time after ten minutes or after each
1 beautifully 3 highly 5 acquire student has talked to several partners.
2 widely 4 guarantee 6 live 2 For Task 2, have students work independently to write
about three of their achievements. Collect and correct
Exercise 2 their work, or monitor and provide feedback.
3 For Task 3, have students find a picture of a great human
Answers achievement online or in a magazine or book. Have them
1 risks 3 an opportunity 5 my best share their opinions of their chosen picture in pairs or
2 the most 4 a difference groups.
GO ONLINE Encourage students to go online to play the Answers
vocabulary game. Students’ answers will vary. Sample answers include:
1 One goal I want to achieve in the coming year is to start
Grammar learning a martial art.
2 Three of my life achievements that I am particularly proud
Exercise 3 OXFORD REFERENCE of are learning to speak Spanish, giving a presentation
successfully, and learning to cook Chinese food. I first started
Answers learning to speak Spanish when I …
1 remain 3 have given 5 is now residing 3 This is a picture of the Women’s March in Washington, D.C.,
2 have interested 4 are on January 21, 2017. Millions of people marched all around
the world. It was a great human achievement to get so many
Exercise 4 people to come out to march in such a short amount of time.
Answers Exercise 8
1 each 3 side 5 Each of 1 Tell students to think about how they did on each of the
2 Every 4 buildings
tasks in Exercise 7 and check the appropriate box.
2 Remind them that they can review the online activities for
Exercise 5 any skills they need more practice with.
Answers Answers
1 I know 4 agree Students’ answers will vary.
3 don’t believe 5 have
GO ONLINE Encourage students to go online for further

grammar reference and information and to play the
grammar game.
Discussion Point
Exercise 6 OXFORD REFERENCE
1 Draw students’ attention to the quote. Ask if anyone
knows who this person is, explaining that he's a very
famous rock musician.
2 Put quotation marks on the board, and explain that a
quote is something somebody says.
3 Read the quote aloud. Put students in pairs or small
groups to discuss the meaning of the quote. Tell students
to give examples to illustrate their points.
4 Ask students to write a “quote” for themselves. Monitor
and help with vocabulary.
5 Have them share their quotes with a partner. Then call on
volunteers to say their quotes for the class.
GO ONLINE Encourage students to go online to listen to
the podcast and add their comments to the discussion
board.
Level 4 Unit 1 15
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Wide Angle Teacher’s Guide Unit
Unit2 # Self
News
Unit Overview • Use was / were going to talk about future events from a
point of view in the past and events that might or might
Introduction to the unit not have happened or might or might not happen in the
future
The title of this unit—News—summarizes the main
themes: an overview and history of newspapers, writing • Vocabulary related to commenting (Oxford 3000)
about the news, commenting on the news, giving and
reacting to news, and sharing our own news.
2.4 You’ll Never Guess What…
Real-World English Giving and reacting to news
In Lesson 2.1, the theme of news is reflected in the
following activities: talking about different parts of typical • Set the scene before giving news
newspapers and reading about the development of • Show excitement to get the listener involved
modern newspapers, what has happened to newspapers • Soften bad news if needed
as a medium recently, and possible impacts newspaper • React by showing surprise and following with an
stories can make. In Lesson 2.2, people in the news are appropriate response
focused on, in exercises that include students: reading
a news article and then completing a graphic organizer 2.5 What an Experience!
that summarizes the main points of the article, focusing Speaking Describing an event
on writing with references and pronouns, and finally Pronunciation Skill Stressed auxiliary verbs and forms of be
writing a news report of their own. In Lesson 2.3, students
• Use appropriate tenses to describe background details
will listen to news extracts and decide which ones are
and actions of an event
actually newsworthy while focusing on comment adverbs
typically used by news reporters. In Lesson 2.4, students • Use sequencing words to make the order of actions clear
will watch a video and then practice giving and reacting when describing an event
to personal news between people students know. In the • Practice pronunciation of stressed auxiliary verbs and
Real-World English Strategies, teachers will help students forms of be
use appropriately formal language in their questions, • Listen to and describe experiences, asking appropriate
responses, and showing of appreciation. Finally, in questions
Lesson 2.5, the exercises summarize what students have
learned about the theme of “news” by listening to events Resources
described and practicing giving and reacting to news. Class Audio CD 1, Tracks 11–18
Lessons Oxford Readers Correlations
A Time of Waiting (9780194794602)
2.1 Read All About It Teacher’s Resource Center
Reading Skill Identifying topic sentences Assessments: Unit test
Grammar in Context Narrative tenses: Simple past, past English For Real video
continuous, and past perfect
Grammar focus
• Identify the topic sentence to find the main idea of a
Grammar PPTs
paragraph
Grammar Worksheets
• Use the narrative verb tenses to tell a story or talk about
events in the past Oxford Reference Worksheets: upper/lower
• Vocabulary related to development (Oxford 3000) Vocabulary cards
Newslea articles
2.2 Filling In the Detail Word list
Writing Skill Using references and pronouns
Grammar in Context all, both, either, neither
• Read about two celebrity philanthropists
• Use reference words and pronouns to avoid repetition
• Use quantifiers to identify the number of people or things
2.3 At the Scene

Listening Skill Recognizing linkers in fast speech
Grammar in Context was / were going to
Vocabulary Development Comment adverbs
• Listen for linkers between speakers’ ideas such as but, and,
so, or, while, as

4511179_WA_TG4.indb 16 5/10/19 12:30 PM

Unit Opener Answers
Student Book page 15 Students’ answers will vary. Sample answers include:
1 Any events out of the ordinary, such as crime, politics,
The unit opener photo shows a group of people out at night
extreme weather.
on the streets at a demonstration or celebration of some 2 I prefer to get my news on my phone.
sort. They are all wearing head coverings, possibly to protect I prefer to read news in another language but listen to news
themselves from fireworks sparks. The photograph relates to in my own language.
the unit theme and subsequent exercises because it focuses I get all my news from social media.
on capturing a newsworthy moment when something out 3 24/7 news is bad for us when the news is bad because we
of the ordinary is happening. can’t get away from it.
24/7 news is good for us because we can get the news when
Photographer we want it instead of when others are telling us about it.
24/7 news is good for us because more news gets covered.
Edu Bayer
Edu Bayer is a New York-based award-winning
documentary photographer. With more than 10 years of r Video Script
experience in several countries, he has worked for most This is a photo of “Correfoc,” a celebration in the village of
leading international outlets like The New York Times, Alpens in Spain. And this is a traditional Catalan parade that
National Geographic, Time, The New Yorker, The Wall Street takes place in the streets. People always try to get as close
Journal, Newsweek, Aljazeera, El País Semanal, Foreign Policy, as possible to the fireworks without getting burned. The
Le Monde and The Guardian, among others. He is the outfit is mainly to cover the people from the sparks falling
recipient of accolades such as Picture of The Year, Pulitzer down from the fireworks. And this is a very fun and pretty
Prize Finalist, and Arts for Social Improvement La Caixa. intense celebration that takes place in most of the towns in
Edu recently published the books Microcatalalunya Catalonia.
about rural life, and Els fets de l’1 d’Octubre (the events of Journalism is a process [in] which a reporter uses facts and
October 1) about the independence struggle in Catalonia. storytelling to make a subject become news. A good story
He has shown his photography in exhibits in New York, does more than inform…it adds value to the topic.
Berlin, Budapest, Havana, Hong Kong, Valparaiso, and This is an interesting time for news because great work
Barcelona. Born in Barcelona, Edu studied Chemical can be found in books, in podcasts, websites, social media,
Engineering and also holds a master’s degree from the and new formats. I get my news from all different kinds of
Danish School of Media and Journalism. sources but I still get the paper delivered to my home every
morning. I cannot read the paper every day…at least not
Unit Snapshot everything! It’s very long, it requires a lot of time…my main
1 For question 1, invite students to reflect on early concern is like the pile of paper keeps growing day by day!
newspapers and the types of people who chose to be
Exercise 1
reporters at that time.
1 Check students’ comprehension of all the different types of
2 For question 2, ask students to imagine what might have
news listed, especially the words neighborhood and region.
changed in news reporting around this time.
2 Have students work independently to rate the news types.
3 For question 3, ask students to think about the
different types of news that goes into different types Exercise 2
of newspapers and also the types of news that aren’t
1 Read question 2. Put students in pairs to compare their
covered in newspapers.
ratings of the types of news from Exercise 1. Tell students
Discussion Questions to give reasons for their answers and to notice especially
the ones they rated very differently from each other.
1 Direct students’ attention to the questions below the
picture. When you ask students to describe the image, 2 As a whole class, have pairs share an example of one
provide words and phrases to help them as necessary, for rating they agreed on and one they disagreed on, stating
example, demonstrating about something, protecting your their reasons. As students share, correct any pronunciation
heads, holding light sticks. Ask specific questions about errors. Optionally, tally the most highly and most lowly
the picture: How old do you think the people are? Where are rated news types on the board, and have students work in
they? Do you see men and women? What is happening in the pairs make conclusions about them to share.
picture? Why are they doing this?
Real-World Goal
2 Optionally, before asking students to answer the discussion
By the end of this unit, students will be able to find an
questions, show the photographer video where Edu
interesting news story every day for a week because they
Bayer answers these questions from his perspective. Play
will have learned to identify topic sentences in the news
the video for students as many times as needed to check
and understand narrative tenses commonly used in the
comprehension and discuss any vocabulary items.
news. They will also have learned to recognize linkers in
3 For the question about how they get their news, put fast speech, and to understand commonly used comment
students in groups of eight to ten to survey each other. adverbs, as well as having learned to give news and react to
Ask them how people from older generations got their news, and they will have practiced describing events.
news before and what has changed. For the third question,
check students’ comprehension of 24 / 7. Encourage
students to give examples to support their opinions.
Level 4 Unit 2 17
4511179_WA_TG4.indb 17 5/10/19 12:30 PM

d Three of the latest adventure films have women in the
lead roles, and a film about women’s soccer will be
Lesson 2.1 Read All About It coming out next month.
Student Book pages 16 – 18 e Often the headlines are about crime, war, or problems
resulting from extreme climate changes.
Exercise 1 ACTIVATE f The Central Coast area will see warmer temperatures
1 First, direct students’ attention to the title of the lesson, and this week.
ask if they know what the title means. Ask a few volunteers g There are more movies with women in the lead this year
to share their ideas. Explain briefly that this is the phrase than there were last year.
“newsies,” or people who used to sell newspapers on 2 Have students decide, independently or in pairs,
street corners, would call out to get people’s attention. Ask which statements might make good topic sentences
students what they think the lesson will be about. (a, c, f, and g) and which look like supporting detail or
2 Have students look at the picture. Elicit from students explanation sentences (b, d, and e).
other possible sections of a typical national newspaper, 3 Instruct students or pairs to match the topic sentences
e.g., national, local, and international news; entertainment; with their corresponding supporting detail sentences
health; etc. If needed, suggest possible news headlines for (a and e, f and b, g and d).
these categories, and ask students to say what category 4 Have students or pairs write a supporting detail sentence
they might fall into. Write the list of sections elicited on for sentence c, such as There are many reasons for this,
the board. such as rising rents and the ease of shopping online.
3 Put students into pairs to discuss the questions. After pairs Exercise 3 IDENTIFY
finish discussing the questions, tally the most and least
1 Have students find the topic sentence in the first
read sections discussed.
paragraph of the article in Exercise 2 independently.
Answers 2 Put students in pairs to explain how they made their
Students’ answers will vary. Sample answers include: decisions.
1 I am most interested in politics, so I would go to that section.
2 I am not at all interested in sports, so I never look at the sports Answers
section. Topic sentence: Newspapers have changed the world.
Students’ answers will vary for how they identified the topic
sentence. Sample answers include:
Exercise 2 IDENTIFY OXFORD REFERENCE
Read the first two sentences and the final one and then skim the
1 First, discuss the types of news people used in different rest of the paragraph.
time periods.
2 Have students complete the timeline independently Exercise 4 EXPAND
before scanning the article to check their answers.
1 Have students find the topic sentence in the remaining
3 Ask students how many of the sections they dated paragraphs independently.
accurately.
2 Put students in pairs to compare their answers.
Answers 3 Go over the answers as a class. Ask students which topic
Between 1800 and 1900—A, D, F, G, H sentence is not the first in the paragraph (paragraph 3).
Between 1900 and 2000—B, C, E Elicit the purpose of the first sentence in paragraph 3 (a
connecting sentence from one paragraph to the next, or a
Oxford 3000 words transition sentence).
announced realized attempted
Answers
led to preventing launched Paragraph 2: The story of modern newspapers started in Western
Europe in the late 17th century.
Reading Skill Paragraph 3: … at the time of the French revolution at the
Identifying topic sentences end of the 18th century, newspaper content was becoming
increasingly political.
GO ONLINE
Paragraph 4: In the late 19th century, when the world was full
1 Ask students to list the different parts of a paragraph, of bad news, the newspapers started printing more stories to
and write their responses on the board: topic sentences, distract their readers.
supporting details and explanation, and sometimes Paragraph 5: But, in the era of multiple forms of media, will
concluding sentences. Then ask if students know where newspapers survive?
the topic sentence is often found.
2 Have students read the box content, and clarify as needed. Exercise 5 INTEGRATE
Extra Practice 1 Check students’ comprehension of the vocabulary in the
1 Write on the board or project the following statements: listed headings, especially a move toward, growing interest,
a The news these days is usually very alarming. and early.
b It will seem more like summer instead of the spring-like 2 Have students reread the article silently all the
temperatures normally experienced at this time of year. way through before matching the headings to the
c Retail shops are closing down all over the country, corresponding paragraphs.
leaving empty storefronts on many Main Streets.

4511179_WA_TG4.indb 18 5/10/19 12:30 PM

3 Put students in pairs to check their answers. Exercise 9 IDENTIFY
4 Have volunteers call out their answers to the class, giving 1 Check students’ comprehension of the term synonym.
evidence from the paragraph to defend their choices. 2 Direct students to work independently to complete the
Answers exercise.
1 C 2 F 3 B, D 4 A 5 E 3 Put students in groups to compare their answers. Go over
the answers as a class.
Exercise 6 BUILD Answers
1 Have students read the six statements. 1 cause 5 entertain
2 Direct students to reread the text independently, stopping 2 defeat 6 aim to
when they find evidence to show whether each sentence 3 set in motion 7 recognize
4 make known 8 stop
is true or false. Point out that there isn’t evidence for all the
statements and that this is what is meant by NG.
3 Have students compare their answers in pairs. Tell Exercise 10 INTEGRATE
students to share the evidence they used for each answer. 1 Direct students to work independently to choose the
4 Go over the answers as a class by having volunteers read correct verb or verb phrase.
the sentences and give their answers. If desired, have 2 Put students in pairs to compare their answers. Then go
them change the false sentences to make them true. over the answers as a class.
3 Put students back in their pairs to take turns asking and
Answers answering the questions.
1 NG 3 T 5 F
2 NG 4 F 6 NG 4 Have volunteers share their answers to the questions with
the class.
t Exercise 7 WHAT’S YOUR ANGLE? Answers
1 Direct students to read the discussion questions. Put them 1 led to 3 announce 5 distracts
in pairs or groups to share their thoughts. 2 launched 4 brought down
2 Ask volunteers to share any interesting points that came
out of their discussions with the whole class. Grammar in Context
Narrative tenses: Simple past, past continuous, and past
Answers
Students’ answers will vary. Sample answers include: perfect
1 I get my news mainly from social media. How about you? GO ONLINE
2 Yes. More and more people are reading the news online 1 Go over the Grammar in Context box with students.
and fewer and fewer are buying newspapers. Also, people
2 Remind students of the helping verbs for each tense:
are paying more attention to headlines than the stories
did / didn’t for the simple past, was / were and wasn’t / weren’t
themselves.
3 In the future we might get our news from … for the past continuous, and had / hadn’t for the past perfect.
3 Check that students understand that the past perfect
is used to talk about something that happened before
Exercise 8 VOCABULARY something else, or the “past past” as some teachers call it.
1 Read the instructions with students. Check students’ Put the following sentence on the board, and ask students
comprehension of the vocabulary in the definitions, which came first, the visuals becoming important or the
especially to make somebody lose power, to direct someone’s newspapers printing sensational stories: Newspapers were
attention, to become aware of something, and to make sure printing sensational stories. By then, visuals had become
something doesn’t happen. important.
2 Tell students: To find the correct answers or check your 4 For additional practice, see Grammar focus on page 160 in
answers, try to substitute the definition in place of the verb or the Student Book.
verb phrase in the article to see if it makes sense.
3 Have students complete the exercise independently. Extra Practice
1 Divide students into two teams of eight to ten to play the
4 Put students in pairs to compare answers.
same chain game with tenses as in Unit 1.
5 Call on volunteers to read their answers. Work as a class to 2 Tell students to get into circles. Have the first student in
correct any errors. each team say the sentence I went to bed at 10 last night.
Answers By that time, I’d already finished my homework. The next
1 lead to 5 distract student repeats that sentence and then adds another
2 bring down 6 attempt sentence, for example: Darce went to bed at 10 last night,
3 launch 7 realize and by that time she’d already finished her homework and
4 announce 8 prevent I’d already eaten my dinner. This continues until a student
forgets one of the other students’ activities. Then that
student is “out.”
3 Play the same game with the past continuous and the
simple past with a sentence like the following: When I
was coming to school this morning, I _____________.
Level 4 Unit 2 19
4511179_WA_TG4.indb 19 5/10/19 12:30 PM

Exercise 11 IDENTIFY t Exercise14 WHAT’S YOUR ANGLE?
1 Read the instructions with students. If necessary, do the Have students write down one example for each of the
first item together. situations listed independently while you circulate as
2 Have students complete the activity independently or in needed to help with ideas and vocabulary. Encourage
pairs. students to be specific.
3 Go over the answers as a class. Answers
Answers
A major change in your country: a new leader, a new law about
a past continuous 2
voting ages, a change in the tax laws
b past perfect 3
The death of a famous person: a local or national celebrity or
c simple past 1
politician or well-known writer or artist
An event that affected other countries: a change in leadership,
Exercise 12 EXPAND sending military to another country, a natural disaster requiring
1 Have students find an example of each of the narrative outside help
tenses in the Grammar in Context box in the article.
2 Have students compare their answers in pairs or groups Exercise 15 INTERACT
by taking turns reading their sentences to each other. Go 1 Read the instructions aloud, and give students a minute
over the answers as a class. to read the questions independently. Have them say
which narrative tense is being used in each question and
Answers why that particular narrative tense is the one being used
in that circumstance.
Simple past: started, came out, consisted, were, led, realized,
acted, improved, attempted, wanted, helped, played, launched, 2 Put students in pairs to share their examples from
was, began, thought Exercise 14 and to take turns asking and answering
Past continuous: was becoming, were becoming questions about their examples.
Past perfect: had been, had become 3 As a class, have volunteers share what they learned from
each other.
Answers
1 Read the instructions with students. Suggest that they first Students’ answers will vary. Sample answers include:
read the complete paragraph once through before trying I was on a bus when I heard the news that …
to put the verb in the correct form. Write on the board the I was going home from school and I was just looking out the
three categories: a. main events, b. background events, and window.
c. events that happen before other events. Tell students to Just before that I had been reading a book.
pay attention to these three categories when completing I texted my brother to see if he had heard the news.
the exercise.
2 Have students complete the exercise independently
while you circulate. When you see an incorrect choice,
ask the student whether the verb is an a, b, or c event.
Then have students make their corrections individually.
Lesson 2.2 Filling In the Detail
3 Play the audio all the way through for students to
listen and check their answers. Then replay the audio, Exercise 1 ACTIVATE
stopping and starting as necessary to give time for
1 Ask students to call out different categories of famous
students to check and correct their answers if necessary.
people—e.g., entertainers, politicians, artists, scientists,
4 As a class, have volunteers call out their answers. For the etc.—while you write them on the board.
ones students have problems with, replay the audio. Also,
2 Tell students to think of at least three reasons why
refer back to the event categories on the board.
someone from one of the categories listed would be in
Answers the news. Circulate to help with vocabulary.
1 was listening 6 hadn’t looked 3 Have volunteers call out their answers while you write
2 was making 7 was them on the board.
3 hadn’t slept 8 had seen
4 was 9 made Answers
5 heard 10 sat Students’ answers will vary. Sample answers include:
appearing in a new movie, getting married, launching a
Audio Script campaign
e CD 1, Track 11
I was listening to the radio in the kitchen. It was around seven, t Exercise2 WHAT’S YOUR ANGLE?
so I was making breakfast. I hadn’t slept well, so I was really tired and
1 Ask students to look at the reasons on the board from
I also remember that I was really hungry. Funny what you remember
about these moments when you look back! And that’s when I heard Exercise 1 and to make a list of the types of news about
the news on the radio. I hadn’t looked at the newspaper yet, so it was famous people that they read about.
a total surprise. It’s really strange because I had seen him on TV the 2 Put students in groups to compare their choices.
day before. Anyway, I made my coffee and then sat down to read the
newspaper to find out more.

4511179_WA_TG4.indb 20 5/10/19 12:30 PM

Answers Answers
Students’ answers will vary. Sample answers include: Students’ answers will vary. Sample answers include:
I like reading about politics. Section 1:
The only thing I read about is about celebrities’ private lives. Who: Judd Boyle and Antonia Benares, the Internet billionaires
What: Giving away 50% of their money
When: Over the next 10 years, starting in 6 months
Exercise 3 IDENTIFY Where: Places that need the most help
1 Direct students to read the three headlines. Check their Section 2:
comprehension of in need and fortunes. Reaction from others: Excitement
2 Ask students how they need to read to choose a headline. Questions: Why now? / Why doing it?
Elicit that they only need to skim the reading. Explain that Aims: Use their passion to help those less lucky.
it should not take more than about 30 seconds. Section 3:
Will give money to: projects in hospitals and schools, local
3 Direct students to skim the reading. To encourage companies, and training
students to skim, tell students you will be timing them Are looking for: experts (in medicine and education)
and having them close their books after the time is up. Will work with: the experts
4 Tally students’ headline choices. Then ask students to get Want: all the money to get to where it is planned for
into groups to defend their choices.
Answers
Exercise 6 IDENTIFY
Both numbers 2 and 3 would make good headlines, but number 3 1 Explain that the three statements are like summaries for
is the best being as the money is going more to corporations each section. Call on volunteers to read the statements
and organizations that help those in need rather than directly to aloud.
individuals, as implied by number 2. 2 Have students match the statements to the plan sections
in Exercise 5.
Exercise 4 EXPAND 3 Go over the answers as a class.
1 Have students read the instructions, and check that they
Answers
remember what NG means.
3-a
2 Have students read the statements, checking 2-b
comprehension of charity, motivation, wealthy, and 1-c
destination.
3 Direct students to read the article more carefully this time. Writing Skill
4 Have students write T, F, or NG next to each statement.
Using references and pronouns
Also have them rewrite the false statements.
GO ONLINE
5 Put students in pairs or groups to compare their answers.
Remind them to give evidence for their choices. 1 Elicit the common pronouns from students, and write
them on the board.
6 Call on volunteers to share their answers.
2 Direct students to read the information in the Writing
Answers Skill box. Check that students see that the pronoun or
1 F—Judd Boyle and Antonia Benares are famous for their reference can come before or after the words it refers to
parties and lifestyle. but that it usually comes after.
2 T
3 T Extra Practice
4 F—Neither has experience of medical industries. 1 Have students reread the sentences in the Writing
5 NG—They want to make sure the money reaches its Skill box.
destination, but travel isn’t mentioned. 2 Ask students what the pronouns would be if the
subjects, or the words the pronouns and references refer
Exercise 5 INTEGRATE to in the sentences, were changed to the following:
Boyle instead of Boyle and Benares
1 Have students look over the graphic organizer. Check their
financial gifts instead of the news
comprehension of reaction and aims.
billionaire instead of billionaires
2 Have students work independently to reread the news
report and complete the notes in the report plan. Exercise 7 IDENTIFY
3 Put students in pairs or groups to compare their answers. 1 Have students read the instructions and the list of
Then go over answers as a class. pronouns and other references. Tell students if they aren’t
sure of an answer to substitute the reference.
2 Remind students to scan the article for the words instead
of reading carefully. Have students complete the exercise
independently.
Level 4 Unit 2 21
4511179_WA_TG4.indb 21 5/10/19 12:30 PM

Answers Answers
1 Boyle and Benares Both want to ensure that all the money reaches its destination
2 education and medicine without any problems. (Both refers to the billionaires, two people.
3 the news All refers to the money, everything.)
4 the audience of selected journalists Neither has experience in the medical or educational areas…
5 Boyle and Benares (Neither refers to the couple or Boyle and Benares, two people.)
They said they are looking at either area… (Either (area) refers to
education or medicine, two things.)
Exercise 8 EXPAND
1 Have students read the nouns listed. Ask them to think
about what pronoun or reference words could be used to Exercise 10 INTEGRATE
refer to them. 1 Remind students to check whether the quantifier is
2 Have students scan the article to find the nouns listed and referring to two or more than two people or things. Also
to write down the other words used to refer to them. remind students to check whether the quantifier refers to
something negative or positive.
2 Have students work independently to choose the correct
Answers quantifiers.
1 these 3 Put students in pairs to check their answers. Have them
2 neither take turns reading the sentences to one another.
3 it
4 If desired, have students change the sentences so that the
quantifier they didn’t choose would be correct, e.g., I didn’t
Grammar in Context enjoy reading either news story, but yesterday’s was better.
all, both, either, neither
Answers
GO ONLINE 1 both 3 either 5 all
1 Direct students to read the information in the Grammar 2 all 4 Neither
in Context box. Check students’ comprehension of
quantifiers.
Exercise 11 APPLY
2 Have students read the examples aloud, repeating after
1 Have students read the sentences and complete them
you. Point out that only all refers to more than two people
with the correct quantifiers.
or things. The other three quantifiers refer to two people
or things. 2 Put students in pairs to compare their answers. If they
don’t agree, tell them to use the amount of things referred
3 For additional practice, see Grammar focus on page 160 in
to and whether the sentence is negative or positive to
the Student Book.
defend their choices.
Extra Practice 3 Go over the answers as a class.
1 Have students make up their own sentences with the
quantifiers in the Grammar in Context box about people Answers
or things they see in the classroom. 1 either 3 all 5 Neither
2 To make this into a game, put students into pairs to 2 Neither 4 Both
create their sentences in a limited amount of time. Tell
them to use each quantifier once and, if they have time, Exercise 12 PREPARE
to start again with each quantifier. 1 Put students in pairs to complete the exercise.
3 Give students as much time as you feel is needed (e.g., Alternatively, pair students by the types of stories they said
three to five minutes), and then tell them to stop. Have they were most interested in in Lesson 2.1 Exercise 1.
them count the amount of quantifiers they were able 2 Have pairs try to remember the last story they were
to use. interested in. Direct students to try to recreate the story by
4 Have students call out their sentences while you write memory before looking online.
them on the board for other students to critique or edit.
3 Have students create a plan similar to the one in
Exercise 9 IDENTIFY Exercise 5. Circulate to help with vocabulary as needed.
1 Have students find examples of the quantifiers in the Exercise 13 WRITE
news report independently.
1 Have students use their completed plans from Exercise
2 Put students in pairs to compare their answers. 12 to help them write the first draft of their news stories
3 Have students take turns in their pairs saying what each independently.
quantifier refers to and the amount of people or things 2 Have students use the checklist either as they write or to
referred to. revise their first drafts.
Exercise 14 IMPROVE
1 Put students in pairs, either new pairs or the partners they
worked with in Exercise 12. Have them exchange papers
and plans.

4511179_WA_TG4.indb 22 5/10/19 12:30 PM

2 Direct students to use the checklist and their partner’s plan to t Exercise 2 WHAT’S YOUR ANGLE?
give each other feedback independently. It is often useful to 1 Ask students to think about the last time they talked
remind students that a good feedback partner gives useful about a news story they heard or listened to with
feedback and what you consider useful feedback to be, e.g., someone. Ask them who that person was and why they
if the student’s partner didn’t follow the plan, what could be discussed this particular news story.
changed, or if a headline wasn’t included, to help the
2 Have students work in small groups to discuss the
student think of a headline. Have partners initial the paper
questions.
they are giving feedback on so there is some accountability.
Circulate to help students with their feedback. 3 Have volunteers tell the class interesting stories that came
up in their group discussions.
3 When both partners are ready, put them back into pairs to
explain their feedback to each other. Answers
Answers 1 I discussed a news story with my roommate/brother/parents/
Students’ answers will vary. Sample answers include: spouse last night.
You followed the plan, but you only have two paragraphs here. 2 The news was about the winter storm that is coming
Maybe you could take this part out of paragraph 1 and start a tomorrow / a concert that got canceled / an increase in bus
new paragraph with it by adding more information. Also, I think prices.
there are a few mistakes with your quantifiers. For example, in 3 We talked about it because it was interesting to us / we were
this sentence, maybe it would be better with neither rather than talking about going to that concert / it affects how we get to
with either. school.
Exercise 15 SHARE Exercise 3 PREPARE

1 Direct students to read the instructions. Elicit what aspects 1 Have students look at the photo, and put them in pairs to
of a story kept them reading to the end. As students call say everything they see and to tell each other what they
out characteristics, write them on the board. think is happening.
2 If possible, have students tape their stories to the board 2 Elicit where this tower is (Dubai) and where Dubai is, if
or thumbtack them to the walls far enough apart so necessary showing students on a map on the Internet. Ask
students can gather around to read them. Alternatively, them to say what they know about Dubai, if anything.
put students into groups of five or more, and have them
3 Go over the words and phrases in the box together.
pass their stories around the group.
Check students’ comprehension and pronunciation of eve,
3 After students have read various papers, have them say spectacular, and flames.
which stories they remember and why they think the
4 Put students in small groups to discuss the questions.
stories are memorable either in their groups or as a class.
Have volunteers call out their groups’ answers.
Answers
Answers
I really liked Franklin’s news report because it was easy to read
1 No or yes.
and the story moved clearly from one point to the next.
2 The fireworks caused a fire.
3 It was dangerous for the people in the building, and for the
people watching below.
Lesson 2.3 At the Scene Listening Skill

Student Book pages 22 – 23 Recognizing linkers in fast speech
GO ONLINE
Exercise 1 ACTIVATE
1 Have students read the information in the Listening Skill
1 Ask students to say what kind of word newsworthy is (an
box independently.
adjective). Explain that it only describes news stories.
2 Ask students if they can think of linkers they might use in
2 Have students read the definition of newsworthy and
writing, e.g., therefore, however.
underline the two characteristics listed in the definition
(interesting and important). 3 Read the sentences aloud while students listen to how
the ideas are joined.
3 Ask students if they can think of any other characteristics
like the ones in the definition. Have volunteers call out Extra Practice
their answers. 1 Have pairs of students return to the news story in
Lesson 2.2 to search one paragraph each for the linkers.
Answers 2 Put students in pairs to share what they found.
Students’ answers will vary. Sample answers include: 3 Call on volunteers to read the sentences aloud with the
how recently it happened
correct stress and linked phrases and words.
how many people are affected
how famous the people are
e Exercise 4 NOTICE
how close the story is to home
how much emotion is in the story (happiness, sadness, fear, 1 Explain that students will be reading about the news story
amusement) that explains the photo from Exercise 3. Check students’
how often it has been posted on social media
Level 4 Unit 2 23
4511179_WA_TG4.indb 23 5/10/19 12:30 PM

comprehension of extract, shocked, disaster, apparently, and 4 Play the audio all the way through while students listen
serious injuries. to the whole thing. It is recommended that students just
2 Have students read the sentences and choose the correct listen for the first time.
linkers independently. 5 Play the audio again, stopping and starting to let students
3 Play the audio so students can check their answers. fill in the blanks.
Be prepared to play the sentences more than once for 6 Put students in pairs to compare their answers.
students to hear the linkers, especially the ones that are 7 Go over the answers as a class, replaying the audio as
not stressed. needed.
4 Put students in pairs to compare their answers. For those
that students disagree on, play the extract one more time. Answers
1 real fire 5 table reservation
Answers 2 no serious 6 worried
1 when 2 but 3 and 4 that 3 good place 7 little movies
4 300 meters
Audio Script
Audio Script
e CD 1, Track 12
1 …they were shocked when they realized they were looking at a… e CD 1, Track 14
2 …been a disaster, but the good news is that there were Host On today’s news; a dramatic ending to a New Year’s
apparently no serious injuries… party in Dubai. Last night, thousands of people
3 …the fire services were able to clear the place and they put out turned on their TVs thinking they were going to see a
the fire… fireworks display. However, they were shocked when
4 …we were waiting for the fireworks to begin, and it was then that they realized they were looking at a real fire in the
we saw people pointing. desert sky.
As midnight approached, thousands of revelers
e Exercise 5 EXPAND were waiting for the spectacular fireworks display
at the world’s tallest building, the Burj Khalifa tower
1 Explain that students are going to read more extracts from in Dubai, when a fire started in the nearby Address
the same news report. Have students skim the extracts Hotel, a luxury venue in the heart of the Downtown
and say how these extracts are different from the ones in Area. It could have been a disaster, but the good news
Exercise 4 (they are quotes from people who are at the is that there were apparently no serious injuries…
Surprisingly, given the size of the building, the fire
scene). services were able to clear the place and they put out
2 Have students read the extracts more carefully to try to the fire without any casualties.
predict the missing linkers. We hear now from some eyewitnesses. Justine, our
reporter, got to the scene as soon as it happened to
3 Play the audio all the way through while students check get the stories.
their predictions. Reporter Rosa, you saw the whole thing. So, can you tell us what
4 To go over the answers, play the audio again, stopping happened?
after each sentence and asking for volunteers to share Rosa What a night! At first, we thought it was part of the
show! You can never tell in Dubai—there is always
their answers. something amazing happening. So…anyway, we
had a good place to stand—about here, you can see
Answers everything—and we were waiting for the fireworks to
1 then 2 so 3 and 4 while begin. And…it was then that we saw people pointing,
so we looked across. It’s only about 300 meters … we
e CD 1, Track 13 could see flames and smoke… Naturally, we thought it
1 …out of the building and then we saw flames… was the fireworks …
2 …we saw people pointing, so we looked across, Reporter Let’s hear from Ronald now, a tourist in Dubai for the
3 I was worried about different things, for example, the traffic and New Year… Ronald, you were there with your wife,
how I was going to get home. Safa?
4 We were just making little movies to show our friends while we Ronald Yes, that’s right… We were going to watch from inside
were waiting… the hotel because we had a table reservation…but our
plans obviously changed… We saw people running
e Exercise 6 INTEGRATE out of the building, and then we saw flames going up
the side of the building. It was scary, obviously—there
1 Explain that students will be listening to another part were so many people coming out… Luckily, everyone
of the same news report, but this time students will be got out safely, so no problem! But we didn’t get our
listening for content words rather than linkers. meal …
2 Tell students they will be reading the sentences to guess Reporter And finally, we have Amir Khan. Your videos have
already gone viral, we hear …
what types of words might go into the blanks. Elicit that Amir Yeah, that’s right! I wasn’t going to come, you know…
for number 1, they will need a noun or noun phrase about I was worried about different things… for example,
the fireworks or the fire, for example. For number 2, they the traffic and how I was going to get home…but
will probably need a number or a quantifier. Put students unfortunately, my friend persuaded me… Well, it was
in pairs to talk about possible options for each blank. OK in the end—I guess I’m pretty happy I witnessed it,
to be honest, it was … like, wow! And nobody got hurt.
3 In addition, explain that students will not be hearing We were just making little movies to show our friends
these exact sentences. Tell students that these sentences while we were waiting…then suddenly everyone
summarize what they will be hearing in the audio. started shouting and pointing… Funny, really…
Thousands of us had been waiting for hours at the site,
knowing we were going to see something spectacular.
We just hadn’t realized quite how spectacular.

4511179_WA_TG4.indb 24 5/10/19 12:30 PM

t Exercise 7 WHAT’S YOUR ANGLE? 3 Put students in pairs to compare answers. Suggest that
1 Have students read the directions, and give students a they refer to the Grammar in Context box to help them.
moment to think about newsworthy events they might Answers
have witnessed. Alternatively, elicit from students a list of A 1 to watch from inside the hotel
possible events they might have witnessed such as car or 2 no—”were going to” with “but our plans obviously changed”
bike accidents, The opening of a new school a politician’s B 1 to not go to the event
acceptance speech, a teen leader raising money for 2 no—”wasn’t going to” with “but unfortunately, my friend
charity, etc. persuaded me”
2 Put students in pairs or groups to share the events they C 1 to see an amazing event
2 yes—”knowing we were going to see” and then confirmed
have witnessed.
by the events described in the report
3 Call on individuals share their newsworthy events with
the class. e CD 1, Track 15
Answers Exercise 9 INTEGRATE
Once I was walking down the street and I saw an older 1 Direct students to read the two sets of sentence parts first
gentleman crossing the street. A car went through the crosswalk, and check their comprehension of event and redecorate.
and a teenager grabbed the older gentleman’s arm just in time. 2 Have students match the two sets of sentence parts
A terrible accident was prevented, thank goodness. independently.
3 Put students in pairs to discuss whether the events
Grammar in Context happened. Have students explain how they know.
was / were going to 4 Go over the answers as a class.
GO ONLINE Answers
1 Direct students to read the information in the Grammar in 1 c—It didn’t happen.
Context box. 2 e—There isn’t enough information to say whether it
2 To help students understand and remember, direct happened.
3 a—There isn’t enough information to say whether it
students’ attention to the going to part of the verb phrase.
happened.
Elicit from them that this is used to talk about the future.
4 b—It didn’t happen.
Point out that adding the was or were puts the point of 5 d—It didn’t happen.
view into the past, making this a verb phrase expressing
what someone thought was going to happen in the
future. Vocabulary Development
3 For additional practice, see Grammar focus on page 160 in Comment adverbs
the Student Book. GO ONLINE
Extra Practice 1 Have students read the information in the Vocabulary

1 Ask students to think of something they had planned to Development box.
do this weekend but did not do, e.g., clean their rooms, do 2 Ask students what word or words quickly modifies,
laundry, exercise, get started on some homework due later describes, or explains, eliciting put out. Do the same
in the week, call a family member or a friend, etc. with usually, eliciting go. Now have students say what
2 Put the following pattern on the board: I was / we were apparently refers to, eliciting the complete sentence. Point
going to …, but I / we didn’t. Have students make two out that comment adverbs show what the speaker is
sentences about themselves with this pattern. thinking about something that happened.
3 Tell students they are going to take turns reading their Extra Practice
sentences aloud to one another and asking each other 1 Ask students to make four true sentences about
questions. Before beginning, elicit appropriate question themselves to which they can attach either fortunately
patterns and put them on the board. For example, or unfortunately, e.g., I got sick, we were late so we couldn’t
say to students: My wife and I were going to go out to get into the concert, I picked up the phone just in time,
eat on Saturday, but we didn’t. Have volunteers call out or the power came back on. Tell them not to put the
appropriate questions, such as: Why didn’t you go out? comment adverb on the sentence.
Why did you change your plans? or What did you do 2 Put students in groups, and have them take turns
instead? reading their sentences while the others call out the
4 Put students in pairs or small groups to take turns telling appropriate comment adverb.
each other what they were going to do and asking each 3 Put students in pairs to work together on adding to each
other questions. other’s sentences to make the opposite comment adverb
fit, e.g., Unfortunately I got sick becomes Fortunately I
e Exercise 8 ASSESS
got sick because that meant I wasn’t at work when the fire
1 Have students read the sentences first before answering started.
the questions. Check their comprehension of table 4 Have volunteers read their new sentences without the
reservation, obviously, persuaded, and site. comment adverbs to the class, and tell students to call
2 Play the audio so students can listen and read at the same out the new appropriate adverb.
time. Stop after each sentence so students can write their
answers.
Level 4 Unit 2 25
4511179_WA_TG4.indb 25 5/10/19 12:30 PM

Exercise 10 BUILD Answers
1 Have students read the sentence pairs independently and Students’ answers will vary. Sample answers include:
try to think of reasons why the comment adverb would be 1 Unfortunately / fortunately / luckily, we have 24/7 news
appropriate. coverage nowadays.
2 Unfortunately / obviously / naturally / unsurprisingly / sadly /
2 Put students in pairs or small groups to compare their
apparently, people are interested in finding out about famous
ideas. people.
3 Sadly / unfortunately / naturally / unsurprisingly, most of the
Answers
news we see is bad news.
4 Unfortunately / obviously / naturally / unsurprisingly / sadly /
1 In both situations they missed something, but unfortunately
apparently, people are more affected by local or
shows that they missed something good whereas luckily shows
national news.
they missed something bad.
2 Naturally shows that the event people did not go to was at a
bad time, too expensive, or unpopular for some reason while Exercise 13 INTERACT
curiously shows that the speaker is surprised because he/she 1 Put students in pairs to compare answers from Exercise
had expected lots of people to go to it.
12 and explain their points of view. Direct them to use
3 Surprisingly shows that the event was not newsworthy while
obviously shows that the event was newsworthy in the examples to show what they mean.
speaker’s mind. 2 Have pairs with different points of views and different
4 Apparently shows the speaker hadn’t expected the item to be comment adverbs share their sentences with the class,
expensive but the speaker isn’t showing that he/she cares, while selected students ask them questions to discover
while sadly shows that the speaker not only didn’t expect it to why they feel the way they do.
be expensive, but didn’t want it to be expensive.
Oxford 3000 words

unfortunately surprisingly apparently
Lesson 2.4 You’ll Never Guess
naturally obviously sadly
What…
e Exercise 11 IDENTIFY Student Book pages 24 – 25
1 Have students read the sentences first before choosing
comment adverbs from Exercise 10 independently. Exercise 1 ACTIVATE
2 Play the audio for students to check their answers. 1 Direct students’ attention to the video stills. Put students
3 If needed, go over answers as a class, playing specific in pairs to describe what they see in the pictures.
sentences again on the audio as needed. 2 Ask pairs to discuss the questions. Direct them to give
reasons for their guesses.
Answers 3 Call on volunteers to share their guesses with the class.
1 apparently 4 obviously
2 Surprisingly 5 Luckily Answers
3 Naturally 6 unfortunately Students’ answers will vary. Sample answers include:
1 I think they know each other because …
Audio Script 2 I think it’s a personal call because …
3 I don’t think the woman was expecting the call because …
e CD 1, Track 16
1 There were, apparently, no serious injuries.
2 Surprisingly, given the size of the building, the fire services were r Exercise 2 IDENTIFY
able to clear the place.
3 Naturally, we thought it was the fireworks. 1 Play the video, and have students work independently to
4 It was scary, obviously. check their answers.
5 Luckily, everyone got out safely. 2 Have students note down the verbal and nonverbal clues
6 but, unfortunately, my friend persuaded me.
that helped them make their decisions.
t Exercise12 WHAT’S YOUR ANGLE? 3 Put students in pairs or small groups to compare their
1 Direct students to read the sentences and think about answers and their reasons.
how they feel about them, i.e., what their point of view 4 Go over the answers and students’ reasons as a class.
about each one is. 5 If useful, play the video one more time and have students
2 Have students rewrite the sentences independently by note down or call out the words they hear that helped
choosing an appropriate comment adverb from the them with the questions.
Vocabulary Development box or Exercises 10 and 11.
Answers
1 Yes—the content of the script (e.g., Andy!? Hey, bro … ), the
informality, the relaxed interaction
2 Informal—where each person is (at home), the content of the
script (e.g., I was just going to call you.—Beat you to it! Guess
what … ), the style of speech
3 No—surprise in voice when answering, she was planning to
call him

4511179_WA_TG4.indb 26 5/10/19 12:30 PM

Video Script
r English For Real Video Unit 2 Giving and receiving bad news can be challenging for
Anna Andy!? Hey bro… I was just going to call you.
Andy Beat you to it! Guess what … I have some great news. your students. Even native speakers may sometimes feel
Anna Really? What? Tell me! at a loss for words in very difficult or painful situations. The
Andy I was chosen to go to the Pre-Law Student conference in LA! situation in the video (Andy telling his sister Anna that
Anna Good job, bro! LA? That’s exciting. When is it? she cannot stay over in his apartment) is not particularly
Andy Two weeks from now. Uh, it starts on the 21st.
Anna Wow! Great! So, I guess I’ll see you the following weekend
difficult, and Andy was able to suggest a good solution.
and I can still stay with you, right? However, some situations are more challenging and your
Andy Oh… Uh. Well, I’m afraid I’ve got some bad news about that. students will need to practice in advance to be prepared.
Anna What? 1 First, help your students generate useful expressions to
Andy Uh, Max’s parents are visiting from England … so they’ll
be staying in Max’s room, and Max will have to sleep in the
give before presenting bad news and those for reacting
living room. So … we won’t have room. to bad news. For example:
Anna The same weekend? I don’t believe it. Well, I guess I should Giving bad news: I’m so sorry, but I have something to tell
cancel my ticket. you…; I regret to inform you that…
Andy No! I’ll find you a place to stay. I’ll check with my
colleagues at the office. Responding to bad news: I’m sorry. Is there anything I can
Anna Thanks! That would be great! do to help?, Please accept my sincerest condolences.
Andy No worries, Anna. Family first! See you soon! 2 Next, hand out flashcards with some difficult situations
written on them. For instance: You lost your job; One
r Exercise 3 ANALYZE of your friends is seriously ill; Your brother got into a car
1 Have students read the information they need to watch accident and badly damaged his car.
for. Elicit from students what comment adverbs they
3 On another set of flashcards, write down different roles/
might be listening for.
relationships, for instance: You are the other person’s
2 Play the video again, and have students work mother; You are the other person’s best friend, etc.
independently to take notes. If needed, replay the video
4 Hand out the first stack of flashcards to half of the
again for students to check their notes.
students in your class (Group 1). The other half receives
3 Put students in pairs to compare their notes before going flashcards from the second stack (Group 2).
over answers as a class.
5 Tell students of Group 1 to form an inner circle facing
Answers outwards. Tell Group 2 to form an outer circle facing
Students’ answers will vary. Sample answers include: inwards. Every student should be matched with
First piece of news someone from the other group.
good—Andy was chosen to go to the Pre-Law Student 6 Each pair should now role-play the situations set up by
Conference in LA. their two flashcards. Group 2 should begin by stating
Second piece of news their identity, and Group 1 should follow up with the
bad—Max’s parents will be staying in the apartment during
bad news. For example, Group 1 has: You lost your job,
Anna’s visit, so Anna can’t stay.
and Group 2 has: You are the other person’s mother. In this
r English For Real Video Unit 2 situation, Person 1 has to tell their mother that they lost
their job, and their mother needs to react.
Real-World English 7 When done, students in the outside circle move one
Giving and reacting to news person to the left, and role-play with their new partner.
They continue until they return to their original partner (or,
1 Elicit examples of good and bad news that students might
if your class is large, after five to seven turns).
share with their roommates, friends, or families. Write the
examples on the board. Ask students what they usually 8 To sum up the activity, ask your students how they
say to introduce good and bad news. adjusted their lines with different people. Did they
present and react to bad news in the same or different
2 Have students read the information in the first part of the
ways depending on each other’s roles?
box. Check students’ comprehension of set the scene.
3 Read the two “setting the scene” examples, having
students repeat after you with the correct stress and r Exercise 4 ANALYZE
intonation. 1 Play the video again while students complete the exercise
4 Repeat steps two and three with the next three independently.
paragraphs and sets of examples. 2 Have volunteers call out their phrases. Correct any errors
as a class.
Extra Practice
1 Put students in pairs to give and react to good and bad Answers
news. Tell them to use the phrases in the information 1 Guess what … I’ve got some great news.
box, and the news that you wrote on the board. 2 Really? What? Tell me! / Good job! That’s exciting. / Wow!
2 Have students switch roles so that they receive and react Great! / Thanks! That would be great.
to news. Circulate to listen and offer help as needed. 3 Well, I’m afraid I’ve got some bad news about that.
3 Call on volunteer pairs to role-play their giving and 4 What? / I don’t believe it.
receiving news situations for the class.
Level 4 Unit 2 27
4511179_WA_TG4.indb 27 5/10/19 12:30 PM

Exercise 5 INTEGRATE 4 I have never gone skydiving, and never would. I am too
1 Have students read the instructions. Then have them think scared.
of some good news and some bad news to share. 5 Parasailing looks like a lot of fun, and I would love to do it
someday.
2 Put students in pairs to take turns sharing and reacting to
6 Rock climbing is a great sport for people who are very fit and
the good and bad news. not scared of heights, but I’m not very fit and I have a fear of
3 Have selected pairs role-play their conversations for the heights, so I don’t think I’ll ever do that.
class.
Exercise 6 INTERACT e Exercise 2 IDENTIFY

1 Have students read the list of news and put a plus or 1 Play the audio, and have students work independently to
minus next to each item depending on whether it is good determine which activity is being described.
or bad. 2 Go over the answer as a class.
2 Put students in pairs to practice giving and receiving good 3 Play the audio one more time, and have students note
and bad news. down or call out the words they hear that help them to
3 Circulate to listen, offering assistance as needed. know the answer.
Answer
Exercise 7 PREPARE hot-air ballooning
1 Put students in new pairs, and have them choose the one
situation they want to role-play. Audio Script
2 Direct students to decide on the situation of their e CD 1, Track 17
relationship and the news, and to add all the appropriate The most exciting thing? It was my birthday… sorry, no, it wasn’t…
detail they need to effectively role-play the situation. it was my graduation. Anyway, I was a little bit down, because I
3 Have them decide who is going to be giving and who is thought my family hadn’t bought me a present to celebrate, but,
actually, they had bought something. A trip to Turkey, including a ride
going to be receiving the news.
in a hot-air balloon! The whole trip was good, but the balloon ride
was the best thing. It was amazing. I’m not a big fan of heights, and I
Exercise 8 INTERACT thought it would be difficult to relax. But I did manage to… The thing
1 Join pairs together to role-play in front of each other. that really surprised me was the noise. Despite what people might
2 Tell the pair that is listening to take notes while they are say about the peace and quiet, it was noisy, with the burners going
listening so they can give better feedback. on and off. But that didn’t matter. Once I got over feeling scared, the
view was unbelievable. My family didn’t go on the trip with me, but
t Exercise 9 WHAT’S YOUR ANGLE? they were watching my reaction on camera back home, which we all
watched… and laughed about… together later.
1 Give students a minute or two to think about the
questions. Speaking
2 Put students in pairs or small groups to share their Describing an event
memories of the last piece of good news they received.
GO ONLINE
Write the following comment adverbs on the board
and tell students to try to use them: luckily, fortunately, 1 Elicit from students that news often is telling a story,
naturally, obviously. i.e., what happened first, next, and last. Explain that a
speaker or writer needs to sequence events in the order
3 Ask for volunteers to share their good news with the class.
they happened to make them clear. Ask students what
sequencing words they already know and write them
on the board. Point out that sometimes you want to say
something that happened before something else. Ask
Lesson 2.5 What an Experience! students how they do that.
Student Book page 26 2 Have students read the first paragraph of information in
the Speaking box. Remind students that when saying
Exercise 1 ACTIVATE something that happened before something else, we
1 Direct students’ attention to the photos. Go over the often use the past perfect.
names of all the activities illustrated.
3 Have students read the rest of the information in the
2 Put students in pairs to discuss the questions. Speaking box. After they finish, ask them to say what three
3 Call on volunteers to share their answers with the class. tenses they have been reading about and how they are
different from one another.
Answers
Students’ answers will vary. Sample answers include: Extra Practice
1 Yes, I’ve been snowboarding a few times and it is really fun. Or, 1 Write the three tenses—past perfect, simple past, and past
No. Although it looks fun, I don’t like cold weather, and it is a continuous—in a row across the top of the board. Elicit
very expensive hobby. examples for each one from students, and write them on
2 Yes, I own a motorcycle. Or, No, I’ve never ridden a motorcycle the board as well.
because I think it is too dangerous.
2 Have students call out the reasons given in the Speaking
3 Hot-air ballooning looks really fun, and I would love to do it
box for using each one, and write them on the board
sometime.
under the appropriate tenses.

4511179_WA_TG4.indb 28 5/10/19 12:30 PM

3 Put students in pairs. Direct the pairs to choose one of
Set…
the six photos on the page and pretend they are the
person pictured. Tell them to make up a short story using
1 Hand out the sentence prompts and give students 3-5
all three of the tenses on the board.
minutes to complete them.
4 Put pairs with other pairs to take turns reading their 2 Review the Pronunciation Skill on page 26 of the
stories. Tell the listening pair to first guess which picture student book.
is being described and then to listen again and note 3 Model the activity with a student. Have the student
down how many times each of the three tenses on the stand up and face you. Show the class your answers
board is used. and the student’s answers. Trade papers with the
student. Make a statement about the student, but
e Exercise 3 IDENTIFY deliberately get something wrong. For instance, as you
Replay the audio, and have students work independently to look at the student’s paper, you may see the sentence,
take notes on the events described. If necessary, replay the “My favorite color is blue.” You say, “Your favorite color
audio for students again. isn’t blue?” Encourage the student to correct you by
stressing the affirmative auxiliary, as in “No, my favorite
Answers color IS blue.” Then have the student make an incorrect
Students’ answers will vary. Sample answers include: statement about one of your answers and model using
graduation present / trip to Turkey / hot-air balloon ride /
stress to correct the student.
surprised by noise / got over feeling scared / unbelievable view /
filmed it / exciting / a little bit down / good / the best / amazing / Go!
difficult / noisy / scared / unbelievable 1 Have students stand up and mingle around the room.
As they meet with a partner, they should trade papers
e CD 1, Track 17 and take turns making one incorrect statement each
Exercise 4 INTERACT about their partner. Once the statements have been
corrected, students should meet with another partner
1 Put students in pairs to take turns retelling the story to
until all 6 sentences have been corrected.
each other. Students who are listening could also check
their partner’s use of tenses. 2 Circulate and correct or praise as necessary.
2 Ask for volunteers to share their stories with the class.
3 If useful, replay the audio and have students listen for e Exercise 5 IDENTIFY
parts they left out. Direct them to raise their hands when 1 Have students read the instructions. Elicit the auxiliaries
they hear something no one mentioned. students might hear on the recording, and write them on
the board: was, wasn’t, were, weren’t, have, had, haven’t, had,
Answers hadn’t, do, don’t, did, didn’t.
2 Direct students to read the sentences and think about
She graduated and was expecting to get a graduation present.
where the stress might go.
At first she thought her parents hadn’t given her one but that
was because her parents had bought her a trip instead of a 3 Play the audio while students work independently to
traditional gift … underline the stressed verbs or forms of be.
4 Put students in pairs to compare their stressed words.
Pronunciation Skill Then have them take turns reading the sentences to each
other with the correct stress.
Stressed auxiliary verbs and forms of be
5 Have students discuss why the speaker is stressing those
GO ONLINE
words.
1 Direct students to read the information in the box. Check
students’ comprehension of contradict. Answers
2 Have students read the sentences with the correct stress. 1 wasn’t—contradicting
2 had—contradicting
3 did—emphasis
More to Say… 4 was—emphasis
Focus: Working with changing partners, students practice 5 were—emphasis
stressing auxiliary verbs and forms of be.
Grouping Strategy: Individual, then changing partners e CD 1, Track 18
1 It was my birthday…sorry, no, it wasn’t.
2 I thought my family hadn’t bought me a present to celebrate, but,
Ready, actually, they had bought something.
3 I thought it would be difficult to relax. But I did manage to.
1 Prepare a set of 6 sentence prompts to prompt
4 Despite what people might say about the peace and quiet, it was
personal information, such as: noisy.
My name is … 5 My family didn’t go on the trip with me, but they were watching
my reaction on camera back home.
I am from …
I am a … Exercise 6 PREPARE
My favorite color is … 1 Have students think of an experience to share. If useful, have
My favorite food is … them brainstorm a few different interesting experiences
I like listening to … before settling on one. Circulate to help with vocabulary.
2 Make a copy of the sentence prompts for each student.
Level 4 Unit 2 29
4511179_WA_TG4.indb 29 5/10/19 12:30 PM

2 Once students have chosen an event, have them make a
few notes to remember what they want to say.
Exercise 7 INTERACT
1 Review with students the types of questions they might
ask as they are listening to other’s stories, e.g., When
did that happen? Why did that happen? How did you feel
about that? What did you do about that? What were you
doing when … happened? etc.
2 Put students in groups of three to take turns sharing their
experiences and listening and asking questions.

Have volunteers answer the questions, and talk about the
experiences they had as a class.

4511179_WA_TG4.indb 30 5/10/19 12:30 PM

4 Ask students to write a “quote” about the news for
themselves. Monitor and help with vocabulary.
Unit 2 Review 5 Have students share their quotes with a partner. Then call
Student Book page 148 on volunteers to say their quotes for the class.
Vocabulary the podcast and add their comments to the discussion
Exercise 1 board.
Answers Zoom In
1 bring 3 lead 5 realize 7 announce
2 launch 4 distract 6 attempt 8 prevent Exercise 7
1 Conduct Task 1 as a walk-around activity. Have students
Exercise 2 Tell them to tell each new partner about their news story.
Answers Explain that they can improve on their news story if they
Students’ answers will vary. Sample answers include: hear something from another student that they can use.
1 Naturally, we are more interested in news from closer to Call time after ten minutes or after each student has talked
where we live. to several partners.
2 Unfortunately, we now have TV channels broadcasting 2 For Task 2, have students work independently to write
news 24/7.
about some news from their community. Collect and
3 Curiously, people prefer to read news on small phone screens.
correct their work or monitor and provide feedback.
4 Sadly, most major news stories are about bad rather than
good news. 3 For Task 3, have students find a powerful news photo in
a magazine or textbook. Have them share their thoughts
GO ONLINE Encourage students to go online to play the about their chosen photo in pairs or groups. Also, have
vocabulary game. them ask their partner or partners what their photo makes
them think about or feel.
Grammar
Answers
Exercise 3 Students’ answers will vary. Sample answers include:
1 A news story that was important to me was about the forest
Answers fire that burned so many acres. The story explained how …
1 Neither 3 all It also mentioned that … One thing that was particularly
2 both 4 either interesting to me was … It was important to me because …
2 Last week the schools had to shut early because it was so hot
Exercise 4 the power went down. The temperatures were …Buses came
to … Most parents weren’t happy because …
Answers 3 This is a photo of one of the last few rhinos in Africa. These
1 was 5 took animals are going extinct because people are building on
2 had been 6 had been their habitat, and also because …
3 was changing 7 reported
4 had hired Exercise 8
1 Tell students to think about how they did on each of the
Exercise 5 tasks in Exercise 7 and to check the appropriate box.
Answers
Students’ answers will vary. Sample answers include: any skills they need more practice with.
I was never going to live in a big city, but now I do.
Answers
I was going to be a lawyer, but I became a businesswoman
Students’ answers will vary.
instead.
GO ONLINE Encourage students to go online for

further grammar reference and information and to play
the grammar game.
Discussion Point
knows who Jerry Seinfeld is, explaining that he’s a
comedian with a very particular type of humor.
groups to discuss the meaning of the quote. Tell students
to give examples to illustrate their points.
Level 4 Unit 2 31
4511179_WA_TG4.indb 31 5/10/19 12:30 PM

Wide Angle Teacher’s Guide Unit 3 Frontiers
Unit Overview 3.3 Inner or Outer Space?
Writing Skill Writing paragraphs and topic sentences
Introduction to the unit Grammar in Context so and such
The title of this unit—Frontiers—summarizes the main • Write topic sentences that show the paragraph
themes: explorers and exploration both current and organization and signal the paragraph main idea
historic, famous explorers throughout history, space • Use so and such to emphasize what things are like
exploration, exploration or frontiers of the mind through
a discussion of important inventions, and giving well- 3.4 Excuse Me…
organized and engaging presentations about important Real-World English Interrupting and resuming
inventions.
• Use appropriate interrupting language
In Lesson 3.1, the idea of exploration is reflected in the
• Signal a need to interrupt or ask a question appropriately
following activities: completing sentences, describing
what makes a successful explorer, a listening activity about • Learn phrases to indicate it is your turn to speak again
some surprising facts about the Earth, and a discussion
prioritizing different areas of possible exploration. In
3.5 Moving On
Lesson 3.2, the following exercises demonstrate the Speaking Giving a presentation
theme of frontiers and exploration: completing a matching Pronunciation Skill Shifting stress in suffix words
activity with facts about famous historic explorers, reading • Organize a presentation well
about three particularly famous explorers, and using • Create clear and engaging presentation introductions
gerunds and infinitives to talk about exploration and • Use signpost phrases to help listeners follow your
explorers. In Lesson 3.3, students will learn more about presentation
writing paragraphs with strong topic sentences and using
• Practice pronunciation of suffix words
so and such to emphasize particular points. In Lesson 3.4,
students will watch a video and will then practice different
types of interruption strategies and the language Resources
used to resume speaking after being interrupted. In the Class Audio CD 1, Tracks 19–26
Real-World English Strategies, teachers will help students Workbook Unit 3, pages 15–21
practice interrupting appropriately, resuming talking after Oxford Readers Correlations
being interrupted, and marking change of topics. Finally, in Treasure Island (9780194657419)
Lesson 3.5, the exercises summarize what students have
Teacher's Resource Center
learned about the theme of frontiers and exploration and
have them practice giving presentations on important Assessments: Unit test, Progress test
inventions. English For Real video
Grammar focus
Grammar PPTs
Lessons Grammar Worksheets
3.1 End of the Road? Oxford Reference Worksheets: upper/lower
Listening Skill Recognizing rephrasing in a talk Vocabulary cards
Grammar in Context Verbs + to infinitive or -ing form Newslea articles
• Recognize rephrasing signal words Word list
• Learn which verbs can use either verb + to or verb + -ing
form without any change in meaning
• Learn about the meaning change some verbs have when
using verb + to rather than verb + -ing form
• Vocabulary related to exploration (Oxford 3000)
3.2 Who Went Where?

Reading Skill Working out meaning from context
Vocabulary Development Suffixes for nouns
Grammar in Context Verbs + -ing form or verbs + to
infinitive
• Use context to guess the meaning of unfamiliar words
• Use suffixes to make nouns
• Learn which verbs take only verb + -ing or verb + to form
• Vocabulary related to pioneers (Oxford 3000)

4511179_WA_TG4.indb 32 5/10/19 12:30 PM

Unit Opener 3 Encourage students to discuss their opinions of the
importance of travel, and ask students to share their
Student Book page 27
own travel experiences. Ask students to imagine going
The unit opener photo shows an older man on a someplace very few people have been. Elicit what those
long-distance train, gazing out a window. The reason places might be and what traveling to them might
it appears to be a long-distance train is that there are feel like.
compartments and the man is standing in the train hallway,
perhaps because he’s been on the train for a while and Answers
wants a change of position. The photograph relates to the Students’ answers will vary. Sample answers include:
unit theme and subsequent exercises because it focuses on People go to new places because they are curious about them.
the feeling of travel and exploration. Humans have explored all parts of the Earth including the ocean
and also space.
Photographer People feel excited and curious when they cross a frontier,
especially if they don’t know that much about it.
Gianni Cipriano
Gianni Cipriano (b. 1983) is a Sicilian-born independent
r Video Script
photographer based in Napoli, Italy. His work focuses
on contemporary social, political, and economic issues. In this photo, a person is looking out of the window at the
Gianni regularly works for The New York Times and has Sicilian landscape from the Trinacria train. The Trinacria
been documenting the ongoing upheaval in Italian express is a historical train from Palermo to Milan. People
politics for L’Espresso weekly magazine since 2013. His immigrated, historically, from the South to the North for
editorial work has also appeared in TIME, Wired, The Wall economic reasons. And after Italy’s unification 150 years ago,
Street Journal, Le Monde Magazine, The Guardian Weekend industries and businesses were moved to the North, and
Magazine, MSNBC.com, Io Donna, Ventiquattro, IL, Courrier contributed to the development of that region. This train
International, Vanity Fair, and Esquire, among others. was discontinued because it could no longer compete with
After studying aerospace engineering and architecture, the low-cost airlines that offer lower rates and faster trips.
he graduated from the Documentary Photography People go to new places for a variety of reasons: to
and Photojournalism Program at the International work, to study, to learn, relax, challenge themselves, or
Center of Photography in New York in 2008. He has simply to discover something new. Travel is the ideal
received recognition and awards from Picture of the Year way to test yourself. It pushes people to their limits and
International (POYI), American Photography, New York gets them outside of their comfort zone. People discover
Photo Awards, International Photography Awards, and the how resourceful they are when they’re exposed to new
Ian Parry Scholarship. Gianni’s work has been showcased places, people, and experiences. People also travel to learn
in group exhibitions in venues such as the Rencontres something new and expand their perspectives. They want to
d’Arles, FOLI Lima Biennale of Photography, MOPLA, and experience something unfamiliar and leave with new skills
Lumix Festival for Young Photojournalism. or knowledge. Traveling helps open your mind and you will
realize that there’s no other way to live life. Meeting people
from other places will show you that your world view isn’t
Unit Snapshot the same as everyone else’s.
1 For question 1, ask students if they know the location and I think the answer to this question depends on the reason
height of Mount Everest. why someone is crossing a frontier. One can feel relief if he
2 For question 2, ask students when and why a woman or she crosses a border for humanitarian reasons, such as
would need to travel the world as a man. fleeing a war or persecution. Or one can feel hope if he or
3 For question 3, check students’ comprehension of lenses she crosses a border to look for new economic opportunities.
and printing presses. Ask students how they are related. One can feel grateful if crossing a border means being
invited and welcomed by a community or a nation. Or one
Discussion Questions can feel enthusiastic if crossing a border means traveling in
1 Direct students’ attention to the questions below the order to challenge yourself and discover something new.
picture. When you ask students to describe the image, One can feel despair if crossing a border means being forced
provide words and phrases to help them as necessary, to return to the place you once escaped.
for example, gazing out a train window, train hallway,
compartments on a train, crossing new frontiers. Ask specific Exercise 1
questions about the picture: How old do you think the man 1 Ask students to think about the difference between travel
is? Where is he standing? Does he look like he’s in a rush or and exploration. Ask a few volunteers to share examples of
stressed? What is happening in the picture? Why is he both to illustrate the difference. Provide brief explanations
doing this? and examples if students are unsure.
2 Optionally, before asking students to answer the 2 Have students work independently to think about their
discussion questions, show the photographer video answers to the questions and to make a list of possible
where Gianni Cipriano answers these questions from his benefits and problems of exploration. Circulate to help
perspective. Play the video for students as many times with vocabulary or to answer individual questions as
as needed to check comprehension and discuss any needed.
vocabulary items. 3 Postpone going over answers until after Exercise 2.
Level 4 Unit 3 33
4511179_WA_TG4.indb 33 5/10/19 12:30 PM

Exercise 2 Answers
1 Put students in pairs to compare their preferences and Students’ answers will vary. Sample answers include:
answers. Tell students to give reasons for their answers. I have a very good sense of direction, which would be helpful on
2 Have volunteers share places they would like to go and an exploration team.
examples of benefits and problems. Write the ideas on the
board, creating two lists. As students share, correct any Exercise 3 VOCABULARY
pronunciation errors as needed. 1 Read the words aloud, and have students repeat with the
correct pronunciation. Check students’ comprehension of
Answers
set off.
1 I would go to… because I love… 2 Have students work independently to complete the
2 Some benefits: finding new places, new resources, new exercise.
cultures, nature. 3 If there are any words or phrases that didn’t come up in
The explorer benefits most, from the experience and the previous exercises, add them to your list on the board
excitement of exploration. of characteristics of good explorers.
3 Some problems: It can result in new diseases being exported
back, in cultures and nature being lost or exploited. Answers
1 set off 3 survive 5 quit 7 independent
Real-World Goal 2 explore 4 keep going 6 flexible 8 practical
By the end of this unit, students will be able to visit
somewhere they have never been before because they will Oxford 3000 words
have discussed their and others’ experiences with travel and independent explore quit practical
exploration, given engaging presentations, and interrupted survive set off keep going
presenters when they have questions.
Exercise 4 INTERACT
1 Have students compare the descriptions from Exercise 3
with the previously mentioned descriptions they called
Lesson 3.1 End of the Road? out for Exercises 1 and 2.
Student Book pages 28 – 29 2 Have students discuss their answers in pairs.
3 Call on volunteers to share their answers with the class.
Exercise 1 ACTIVATE
1 First, direct students’ attention to the title of the lesson, Answers
and ask what the end of the road might mean in this
I agree that explorers need to… and that explorers should be…
case, eliciting traveling beyond an established route or
and that it’s important for explorers to…
even a part of the Earth where no roads exist. Ask a few
volunteers to share their ideas. Provide a brief explanation
and examples if students are unsure. Ask students what e Exercise 5 INTEGRATE
they think the lesson will be about. 1 Read the instructions with students. Tell students you will
2 Put students in pairs or small groups to discuss the first be playing the audio all the way through and they
questions. should just listen without making any notes.
3 Ask students to volunteer their responses to the questions. 2 Play the audio. After it is over, ask students to share what
Write the qualities or traits they call out for good they heard with a partner.
explorers on the board. Ask if any of the students consider 3 Have volunteers share what they remember. Then tell
themselves good explorers. them you will be playing it again, but this time they
should make a note of any skills or qualities they hear.
Answers
4 Replay the audio. Put students in small groups to compare
Good explorers are brave, curious, physically fit, sociable, patient,
their notes.
independent; have a good sense of direction, etc. 5 If needed, replay the audio so students can check their
notes and fill in what they missed.
1 Direct students to think about their own individual skills The skills and qualities mentioned are: know how to survive
and whether any of them would make them into good and not quit; be aware of your surroundings, be a leader,
explorers, given the opportunity. Have them refer to the independent, flexible, practical.
list you wrote on the board in Exercise 1.
Audio Script
2 Have students discuss their ideas in pairs or small groups.
3 Have volunteers call out any new traits or skills they came e CD 1, Track 19
Thank you… thank you, it’s great to be here.
up with that aren’t already on the board, and add them to So, would you make a good explorer? Do you want to find out about
your list. the world, push back frontiers, discover new places? If so, I would
say you need to be able to truthfully answer yes to these three
questions.
One. Can you really make a commitment? By that I mean, can
you make a decision to do something and stick to it when

4511179_WA_TG4.indb 34 5/10/19 12:30 PM

everything—and I mean everything—is going wrong? Do you e Exercise 7 INTEGRATE
have the right attitude to get through the really bad times without
quitting? Yes? OK… 1 Have students read the key facts. Tell them to call out
Two. Are you truly aware of your surroundings at all times? In what kind of information they will be listening for to
other words, do you love to take in everything—and again, I mean complete the key facts, eliciting amounts.
everything—that is going on around you, rather than just keeping 2 Instruct students to make some guesses in order to
going, looking ahead at where you are going… or down at your
predict the answers. Have volunteers call out their
phone? Yes? Do you really stop to look?
Three. Are you a leader? Do you like to be in control when there is
estimates, and write the ranges on the board.
danger—or to put it another way, when decisions have to be made 3 Play the audio while students fill in the correct amounts.
quickly, are you the strong independent person to turn to? Or if 4 Put students in pairs to compare answers. Replay the
you aren’t, are you the perfect team member, a person who can audio to go over the answers as a class. Tell students to
take orders instantly, follow procedures to the letter, improve your
raise their hands when they hear an amount mentioned,
technique in any given practical skill as needed? Yes?
and stop the audio to go over the correct amount.
Listening Skill 5 Compare the correct amounts with the student estimates
on the board.
Recognizing rephrasing in a talk
GO ONLINE Answers
1 Check students’ comprehension of rephrasing. Ask 1 10% 3 95% 5 € 4 billion
students when speakers need to rephrase (when they 2 70% 4 25 million years
think they are not being understood or when they want
to give more information). Audio script
2 Direct students to read the information in the Listening e CD 1, Track 20
Skill box. Have students read the example sentences If you answered yes to all three questions, you might—just might—
have a chance as an explorer. But what is there left to explore?
starting with Would you make … to each other. Point out
Haven’t we been everywhere? Well, if it is important to you to be
to students that the second sentence is a rephrasing, or the first … did you know that we have discovered only 10 percent
more detailed explanation, of the first. of the world’s caves? Or that the ocean covers more than 70 percent
3 Have students read the signal phrases. of the Earth’s surface, yet 95 percent remains unexplored? Did you
know that under Antarctic ice there is undiscovered life that might
Extra Practice have been there for up to 25 million years? However, in my view,
1 Have students practice saying the example sentences we need to stop worrying about being the first to go somewhere.
in the box starting with Would you make … with the Many explorers have been so busy with being the first that they
rephrasing signals in the box. forgot to look and learn about where they were. And maybe the
2 Have students think of something they know how term exploration itself needs redefining … It is not only about going
outward; we can also go inward. More than €4 billion is spent each
to do or know about that others might not, e.g., fix
year on brain research in Europe alone, and yet, in the area of the
a bicycle tire, make a local dish, play an instrument, mind, we still don’t even know how much we don’t know … The
dance, practice a martial art, etc. Tell students to think of main point is that people will continue exploring forever, inward
something in the skill area they have that has a technical and outward … It’s in our nature as humans. But, as explorers of all
term in it, for example, a specific tool or name of a dance types, we should remember to leave the place as we find it … Leave
step or yoga position. nothing there and take only knowledge away.
3 Put them in small groups to tell each other a little about
their skill area. Tell them to use the rephrasing signals to Grammar in Context
help explain. Verbs + to infinitive or -ing form
GO ONLINE
e Exercise 6 IDENTIFY 1 Elicit from students verbs that are followed by to infinitive
1 Point out that the exercise requires a three-way match. and -ing, and write them on the board—for example, go
Have students first match the traits in the left column on, continue, try, and quit. Point out that many verbs can be
to the rephrasings in the right column. Then have them followed by either with no change such as continue and
choose the rephrasing signal. try. Use another example from the board to point out that
2 Put students in pairs to take turns reading their completed with some verbs, the meaning changes such as with go on
matches. Note that the rephrasing signals could work for and quit.
any of the pairings. 2 Direct students to read the first paragraph in the box.
3 Replay the audio for students to check their answers. Check students’ comprehension of can’t stand. Ask
students to make sentences of their own with the verbs
Answers
that can take either form.
1 make a commitment / by that I mean / make a decision …
stick to it … get through the really bad times 3 Direct students to read the second paragraph and the
2 be aware of your surroundings / in other words / take in following examples in the box. Illustrate the meaning
everything … going on around you … rather than just… difference in the two sentences with stop by acting
looking ahead them out.
3 be in control / to put it another way / the person to turn to … 4 For additional practice, see Grammar focus on page 161 in
the Student Book.
e CD 1, Track 19
Level 4 Unit 3 35
4511179_WA_TG4.indb 35 5/10/19 12:30 PM

Extra Practice Answers
1 Put students in pairs to make pairs of sentences with Students’ answers will vary. Sample answers include:
forget and pairs of sentences with remember, one 1 We should continue exploring DNA so we can better
sentence for each verb with to and one with a verb + understand what genes may be related to cancer.
-ing, illustrating the different meanings conveyed by the 2 We should definitely stop exploring artificial intelligence
different forms. because it raises many ethical questions.
2 Have volunteers of pairs write their two sentences on 3 We should start to explore the human mind so we can better
the board. Then have them rephrase one of them while understand people's responses to stress.
the rest of the class says which sentence the rephrasing
is about. Point out that students can use the rephrasing Exercise 11 INTERACT
signals from the Listening Skill box to show the meaning 1 Put pairs together with other pairs to form groups to share
differences between the two sentences in each pair. For their ideas.
example, they could say, I forgot to call my friend. By that I 2 Have groups call out the top two areas for each answer
mean, I didn’t call my friend because I forgot to do it, versus while you write them on the board.
I forgot calling my friend. That is, I didn’t remember that I
3 As a class, have volunteers share what they learned from
had called my friend until just now when you reminded me.
each other.
3 Write the following verbs on the board: regret, try, go on,
and quit. Have students repeat steps 1 and 2 for these Answers
verbs as well. Students’ answers will vary. Sample answers include:
The top two areas for question number 1 in our group were…
Exercise 8 IDENTIFY
1 Have students work in pairs to complete the activity. If
there is a difference in meaning, have them explain the
difference to one another by using the rephrasing signal
words learned in the Listening Skill box. Lesson 3.2 Who Went Where?
2 Go over the answers as a class. Student Book pages 30 – 32
Answers Exercise 1 ACTIVATE

1 He stopped because he wanted to talk. / He no longer 1 Ask students to call out names of famous explorers with
talks to me. their nationalities and approximate dates of exploration
2 She met them but can’t remember doing so. / She missed her
while you write them on the board.
appointment with them.
3 No difference 2 Direct students to look at the photos of the explorers and
4 He remembered that he had been there before. / He didn’t say which ones they have heard of before. Note which are
forget that he needed to go there. on the board.
5 No difference 3 Have students read the instructions and work
independently to list the nationalities, birth and death
e Exercise 9 INTEGRATE dates, and areas of exploration under each photo.
1 Read the instructions with students. Tell students to note 4 Put students in pairs to compare their answers. Have
that one of the items could be either answer but that they volunteers call out the answers they think are correct. Do
need to listen to see which form was used. not indicate which answers are correct at this point. Let
2 Have students choose the correct verb form students know that they will be reading for the correct
independently. answers in the next activity.
3 Play the audio for students to check their answers. Answers
1 Amy Johnson—1903–1941—British—air
Answers 2 Jacques Cousteau—1910–1997—French—sea
1 worrying 2 to look / learn 3 exploring 4 to leave 3 Matthew Henson—1866–1955—American—the Arctic
4 Yuri Gagarin—1934–1968—Soviet—space
Audio script 5 Tenzing Norgay—1914–1986—Nepalese—mountains
e CD 1, Track 21 6 Gertrude Bell—1868–1926—English—desert
1 …we need to stop worrying about being the first to go
somewhere.
2 …they forgot to look and learn about where they were. Exercise 2 IDENTIFY
3 …people will continue exploring forever, inward and outward… 1 Put students in pairs to complete the exercise.
4 …we should remember to leave the place as we find it… 2 Tell students to try to discuss the possible meaning of the
bolded words they are unfamiliar with.
3 Go over meanings of the bold words and then the
1 Put students in pairs to talk about what they see in each
answers as a class.
photo.
2 Have students discuss the questions in their pairs. Answers
a 2 Jacques Cousteau d 6 Gertrude Bell
b 1 Amy Johnson e 3 Matthew Henson
c 4 Yuri Gargarin f 5 Tenzing Norgay

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Reading Skill t Exercise 4 WHAT’S YOUR ANGLE?
Working out meaning from context 1 Have students think about the question. Tell them to think
GO ONLINE about their reasons for their choice.
1 Direct students to read the first paragraph in the Reading 2 Put students in pairs or small groups to share their
Skill box. Check students’ comprehension of context. responses. Direct students to ask each other questions
about their choices, e.g., How would you feel about the cold?
2 Have students read the second paragraph. Point out that
this paragraph explains what the term context means. 3 Call on volunteers to share their responses and the
reasons for their choices with the class.
3 Have students read the sentence starting with He was a
pioneer… Point out that the underlined words are context Answers
for the word pioneer. Students’ answers will vary. Sample answers include.
3 Have students read the third paragraph and the sentence If I could have been one of these explorers, I would like to have
that follows. Ask students what they think aviate might been Jacques Cousteau because I am very interested in oceans
mean, eliciting to fly. and I think sea life is amazing. Also, it’s an area of the world that
we will probably never finish exploring. There will always be new
4 Ask students what happens to their reading things to find.
comprehension when they stop to check words in a
dictionary. Have them read the remaining paragraph.
Extra Practice 1 Tell students they are going to skim the article at the
1 Write the word cruller on the board, and tell students it is bottom of the page. Ask them how to skim, writing the
a word only people in a certain area of the United States steps on the board, e.g., read the introduction quickly, and
use. Tell them you are going to add context to help them then read the first and last sentence of each paragraph
understand what the word means. Tell them to write quickly.
their guess on a piece of paper as soon as they think
2 Tell students you are going to give them a limited amount
they know with the letter of the added information.
of time, e.g., 30 to 60 seconds, to skim the reading.
a I tried a cruller this morning.
Remind them that skimming and reading carefully are
b I had it instead of my usual breakfast.
very different.
c I bought it at the bakery.
d It was delicious but a little more expensive than my 3 Have students skim the reading in the amount of time you
usual donut. decide. Then have them look up from the reading or close
e It was easier than a donut to dunk into my coffee their books and get into pairs to tell each other what they
though. remember from their skim.
f Tomorrow, I think I’ll just get my usual donut instead. 4 Have students work independently to answers the two
2 Elicit from students that a cruller is like a donut but with questions.
a different shape that makes it easier to dunk in coffee. 5 Go over their answers as a class.
3 Put students in pairs to think of a word the other pairs
won’t know and then to create context clues for the Answers
word in the same way you modeled. Students’ answers will vary. Sample answers include:
1 Female explorers
4 Put pairs into groups of four to try to guess the meaning
2 Being a female explorer was harder because society thought
of each other’s words from the context.
exploring was only for men.
Exercise 3 EXPAND
1 Have students review their guesses about the bold Exercise 6 APPLY
words in Exercise 2 and then compare them to dictionary 1 Read the words in the box aloud, having the students
definitions. repeat them after you with the correct pronunciation.
2 Point out that many of the words will have more than one 2 Put students in pairs to complete the activity.
definition. Put students in pairs to review the definitions 3 Go over the answers as a class.
and choose the one that fits the meaning of the term in
the sentence in Exercise 2. Answers
3 Go over the dictionary definitions as a class. Ask students
Fascinating is an adjective which means very interesting. It
to say if their guesses were close enough in meaning to describes the word stories. The topic of the paragraph is interest
understand the sentence or if there were any that they in women’s accomplishments, and so that helps to understand
needed the dictionary definition for. what fascinating means. Key words that helped me are …
Answers
Students’ answers will vary. Sample answers include: Oxford 3000 words
In my dictionary I found various definitions of orbit, but the one recognition illness membership possibility
that works for this meaning is… explanation confidence personalities contribution
movement commitment independence achievement
willingness organization attraction
Level 4 Unit 3 37
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Exercise 7 EXPAND while other students guess what suffix it is they looked
1 Have students complete the exercise independently. up. For example, for exploration, they could say explore,
register, prepare, hesitate.
2 Put students in pairs or small groups to compare the
words they chose and the meaning they came up with. Exercise 9 IDENTIFY
3 Have volunteers share their words and the meanings with 1 Have students complete the exercise independently.
the class.
Answers answers.
Students’ answers will vary. Sample answers include: 3 Go over the answers as a class.
I didn’t know what deserve meant here, but after looking at the
context, I guessed it meant that the women explorers earned Answers
this recognition by the things they did. 1 exploration, recognition, explanation, inspiration,
organization, attraction, obligations, complications,
contributions—mainly added to verbs
Exercise 8 INTEGRATE OXFORD REFERENCE
2 achievements, movement, accomplishments, commitment—
1 Give students time to read the questions. Tell them to mainly added to verbs
make some guesses as to the possible answers from their 3 willingness, illness, greatness—mainly added to adjectives
initial skim in Exercise 5. Check students’ comprehension 4 confidence, independence—mainly added to adjectives
of women’s movement, ignored, and factors. 5 personalities, possibility—mainly added to adjectives
6 membership, sponsorship—mainly added to other nouns
2 Suggest that students read the complete article before
attempting to answer the questions. Point out that
answering the questions as they read might make it Exercise 10 BUILD
harder for them to comprehend. 1 Go over the words in the boxes to check students’
3 Have students complete the activity independently. comprehension.
4 Put students in pairs or small groups to check their 2 Direct students to think about the meaning of the word
answers. needed in each blank before figuring out the word form
5 Go over the answers as a class. needed.
3 Have students complete the exercise independently.
Answers 4 Put students in pairs or small groups to compare their
answers.
1 People have become interested in women explorers.
2 Raised interest in women’s accomplishments. 5 Go over the answers as a class. Discuss what part of the
3 That they were willing to face danger, and they faced sentence told them what word form they needed.
discrimination.
4 They couldn’t join explorers groups or speak about their Answers
exploits, and they couldn’t get sponsorship. 1 encouragement 4 security
5 They had strong personalities, they were intelligent and 2 contribution(s) 5 friendship
practical, usually middle-aged or older, unmarried, rich, and 3 differences 6 happiness
educated.
6 Female achievements were even greater than male ones t Exercise 11 WHAT’S YOUR ANGLE?
given the difficulties they had to overcome.
1 Have students read the sentences in Exercise 10 and
check the ones they agree with. Tell students to be ready
Vocabulary Development to explain their reasons.
Suffixes for nouns 2 Put students in pairs or small groups to discuss their
GO ONLINE answers. Alternatively, ask students to prepare a one-
1 Direct students to read the information in the Vocabulary minute talk on the one sentence they most agree with.
Development box. Tell students to think of examples that explain their point.
For big classes, divide the class into large groups, and have
2 Go over the examples. Have students repeat after you
students present to their group.
with the correct stress and pronunciation.
1 Ask students to find the verbs or adjectives related to
I agree with sentence 1 because everyone needs
the nouns in the Vocabulary Development box (explore,
encouragement and support, especially for hard things. For
personal, achieve, confide, member, willing). example, I want to be a great singer, and sometimes I feel
2 Point out that sometimes the meaning changes and like giving up because I don’t think I’m good enough, but the
sometimes it is very similar. Put students in pairs to encouragement I get from my friends and family helps me to
discuss which nouns have similar meanings to their continue.
adjective or verb and which are a little different.
3 Have pairs choose one of the nouns listed in the
Vocabulary Development box. Then have them find
Grammar in Context
other nouns with that same suffix. Verbs + -ing form and verbs + to infinitive
4 As a class, have students say other forms of the same GO ONLINE
word or of other words whose nouns use that suffix 1 Direct students to read the information in the Grammar in
Context box.
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2 Remind students that in the previous Grammar in Context about their partner’s choices. Circulate to help with
box, they looked at verbs that can be followed by both vocabulary as needed.
-ing and the to infinitive. Ask them to call out what they 3 Have volunteers share one sentence that is true for them,
needed to remember about those verbs (that sometimes giving an explanation as to why.
the form following the verb changed the meaning of the
sentence). Answers
3 Ask students how these verbs are different (they can only
Sentences 1 and 4 are most true for me. I love visiting new
be followed by one form or the other, not both). Point out
places, but I can’t stand being places where a lot of tourists go.
that the rules given can be difficult to remember and that I think those places aren’t really authentic because they have
sometimes it’s easier to try to memorize common verb changed to fit what the tourists expect and will pay for.
phrase combinations.
the Student Book.
Extra Practice Lesson 3.3 Inner or Outer
1 Write the following column headings on the board: Verb
+ to infinitive, Verb + -ing, and Both. Space?
2 Have students close their books. Then call out verbs from Student Book pages 33 – 35
the two lists, and have students call out which type of
verb they are. Exercise 1 ACTIVATE
3 List each verb under the correct heading. 1 Have students look at the photo and the title of the
4 Have students work independently to write a true and lesson. Ask students which type of space the photo
false sentence about themselves with two verbs from depicts. Have students guess what inner space might
each category. Tell them to put a blank and then the refer to, eliciting something to do with people’s mental or
verb that follows in parentheses. For example, I ______ emotional states.
living in cities over living in the country. I _______ getting 2 Put students in pairs to complete the chart.
up early. 3 Have pairs share their pros and cons with the class while
5 Have students exchange papers and put the verbs in the you write them on the board.
correct form. Then have them write true or false after
each sentence. Answers
6 Have students give their papers back to the original Students’ answers will vary. Sample answers include:
writer to see which ones they got correct. Pros: increases knowledge, gives people hope for the future,
we might find something there that helps us solve problems
Exercise 12 INTEGRATE on Earth
1 Have students work independently to complete the Cons: expensive, puts stuff in space that shouldn’t be there,
dangerous
exercise.
2 Put students in pairs to compare answers before calling
on individuals to read their answers for the class. t Exercise 2 WHAT’S YOUR ANGLE?
1 Direct students to use the list of pros and cons on the
Answers board to form opinions of their own. Tell them to think
1 to do 4 being of the importance of each of the items on the list. Tell
2 to travel 5 to know them also to think about what people who disagree with
3 being 6 to live
them might think and how they might defend their own
opinions.
Exercise 13 IDENTIFY 2 Put students in groups to explain their views to one
1 Have students work independently to read the sentences another.
and make the corrections where necessary. 3 Tell students to get into groups or pairs with the students
2 Put students in pairs to take turns reading their sentences whose opinions are the closest to their own.
to their partners to check their answers. 4 Have volunteers tell the class what their group’s
opinions are.
Answers
1 I really enjoy visiting new countries. Answers
2 Correct Students’ answers will vary. Sample answers include:
3 I hope to visit every continent in my lifetime. Pro: Our group is pro space exploration. We think it is an
4 I avoid going to crowded travel destinations. important thing to continue because …
5 Correct Con: Our group is against exploring space because we
6 I’m planning to go on an unusual trip soon. think that …
t Exercise 14 WHAT’S YOUR ANGLE? Exercise 3 INTEGRATE

1 Have students reread the sentences in Exercise 13 and 1 Tell students to make a mental note of the opinions
circle the numbers of the ones that are true for them. presented in the essay while they read.
2 Put students in pairs to share their sentences and explain
their answers. Direct partners to ask each other questions
Level 4 Unit 3 39
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2 Give students time to read the first paragraph. Ask Exercise 5 EXPAND
students what words the writer uses instead of pros 1 Have students look at the photos and call out what
and cons. they see.
3 Direct students to read the rest of the essay. 2 Direct students to work individually to complete the
4 Put students in pairs or small groups to say what ideas exercise.
they found that were the same as theirs from Exercise 1. 3 Put students in pairs or small groups to compare their lists.
Answers 4 Call on volunteers to share their answers.
The essay had some of the pros we mentioned such as … and Answers
some of the cons we mentioned such as … Paragraph 2:
• space exploration helps to improve technology, which
eventually reaches consumers on Earth
Writing Skill • humans are designed to explore
Writing paragraphs and topic sentences • space is the ultimate place
• the discovery of new resources in space/possible discovery of
GO ONLINE
a new place for humans to live
1 Elicit from students what they already know about topic Paragraph 3:
sentences. Write the qualities they call out on the board. • uses money that should be spent on problems like climate
2 Have students read the information in the Writing Skill change, poverty, and disease
box. Ask students to compare the information in the box • environmental cost both on Earth and in space - rocket fuel,
use of expensive and rare materials, litter in space
with the information on the board. Is there anything there
that is not on the board?
Extra Practice
1 Write the following two statements on the board.
1 Direct students to think about the pros and cons list they
a The government is saying it cannot give any more money created in Exercise 1, the opinions they expressed in
for space exploration although there is still a lot of Exercise 3, and the information they noted in Exercise 5.
interest. 2 Have students review the essay to see if their own
b Interest in and funding for space exploration are coming opinions have changed at all.
from the private sector rather than the government these 3 Put students in pairs or small groups to discuss whether
days. their opinions have changed. Remind students to give
2 Tell students the sentences on the board are both reasons for their answers.
topic sentences for a paragraph about the government
stopping funding for space exploration and private Answers
industry taking over. Put them in pairs to discuss which
My thoughts have changed a little because I hadn’t really
one they think is better and why. thought about … before I read this article.
3 Have pairs write a few sentences that might follow the Reading this article hasn’t changed any of my ideas because …
topic sentence they chose.
4 Project or prepare a handout of students’ paragraph
beginnings to see how they are different in focus, noting Grammar in Context
that the ones that chose sentence a should be focusing so and such
on what the government is saying while the ones that GO ONLINE
chose sentence b should be focusing on how private 1 Write so and such on the board. Have students make
industry is taking over. simple sentences with the two words.
Exercise 4 IDENTIFY 2 Have volunteers call out their simple sentences while
you write the correct ones on the board under the
1 Have students reread the essay and underline the topic
appropriate word.
sentence in each paragraph.
3 Ask students if they can come up with the rules or
2 Put students in pairs to compare their answers. If they
patterns for using so and such.
disagree, have them find evidence for their choice in the
Writing Skill box. 4 Direct students to read the information in the Grammar in
Context box.
Answers 5 For additional practice, see Grammar focus on page 161 in
Paragraph 1: Although it is more than four decades since the the Student Book.
last manned moon landing, mankind has not stopped exploring
space. Extra Practice
Paragraph 2: Starting with the benefits, there are several general 1 Put the following two sentence frames on the board:
advantages. Last night’s homework was so … that I had to …
Paragraph 3: However, space travel also has significant The students in my ESL class last year were such …
disadvantages, especially financial ones. that we …
Paragraph 4: In conclusion, I feel there should be more 2 Put students in pairs to complete the sentences.
discussion on the question of space exploration because it is so 3 Have pairs call out their sentences.
expensive and uses too many resources.

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4 Have pairs write similar sentence frames on one side of Exercise 11 PREPARE
a piece of paper, and have them complete them on the 1 Direct students to look at the photo at the bottom of
other side of the paper. the page. Ask students what these satellite antennas are
5 Join pairs together and have them exchange their looking/listening for. Then ask them if they think this is a
sentence frames with each other to complete them. good use of funding.
Then have them compare their sentences with the ones
2 Read the instructions aloud. Then read the topics in
they originally wrote.
the box, stopping to check students’ comprehension of
6 As pairs finish, have some write their sentences on the
each one.
board for all to review and correct, if needed.
3 Point out that all the topics require further research and
Exercise 7 IDENTIFY that all the research requires money. Direct students to
1 Have students work independently to complete the choose one of the topics to write an essay about. Remind
exercise. them that they will be writing about the pros and cons of
funding further research and putting their own opinion
2 Call on individuals to read the answers aloud.
into the conclusion.
Answers 4 Have students write their notes independently.
such a strong argument
so expensive Exercise 12 WRITE
Direct students to write their essays independently while
Exercise 8 INTERACT you circulate to offer assistance with vocabulary and
1 Have students complete the exercise independently. paragraph structure.
Suggest that they refer to the Grammar in Context box to
help them.
Exercise 13 IMPROVE
1 Explain that students are going to review another student’s
2 Put students in pairs to compare answers before going
paper. Have students read the bulleted items listed.
over the answers as a class. Review with students the
reasons for each answer, e.g., that negative is an adjective 2 Put students in pairs. Have them exchange papers. Tell
and therefore must follow so. them to read each other’s papers all the way through
before reviewing for the bulleted items.
Answers 3 Allow time for partners to explain their feedback to each
1 so 3 so 5 such other.
2 such an 4 such a 6 such an
4 Allow time for your students to revise their essays
according to the feedback they received.
1 Put students in pairs to compare sentence 1 and the new Exercise 14 SHARE
sentence with so. Have students talk about the necessary 1 Put students in groups of six to eight, and have them
changes. sit in a circle. Tell them to pass their essays in a circle for
2 Have pairs call out the changes that were made. students to read and note which ones had ideas they
hadn’t thought of before.
3 Have students work independently to complete the exercise.
2 Alternatively, have students thumbtack or tape their
essays to the walls so they can walk around the room
Answers reading the essays and noting down which ones had new
1 The program is so expensive that some people think it should ideas for them.
be shut down. 3 Provide time for students to let the student authors know
2 The university had such interest in his research that they which new ideas they noted down.
decided to hire him.
3 His discoveries had such value that many study his
contributions today.
4 Your argument in favor of space exploration is so strong.
5 Her perspective on the issue is so unique. Lesson 3.4 Excuse Me …
Exercise 1 ACTIVATE
1 Direct students to reread the statements in Exercise 8 and
write A (agree) or D (disagree) next to each one. 1 Direct students’ attention to the video stills. Ask them to
discuss the questions with a partner.
2 Put students in groups to discuss the statements they
agree with. Remind them to give reasons for their answers. 2 Call on volunteers to share their ideas with the class.
Answers Answers
Picture 1—classroom; lecture/talk, more formal, with expected
I agree with sentence 2. We have so many problems here that
behavior from both speaker and audience; speaker and
we could use that money on instead. What do you think?
audience, more distance between people
Picture 2—informal casual setting (on the way somewhere else);
group of people together, just talking; friends
Level 4 Unit 3 41
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r Exercise 2 IDENTIFY 4 Have volunteer pairs perform their dialogues for the
1 Play the video, and have students work independently to class, while the students listening call out formal or
complete the exercise. informal.
2 Go over answers as a class. Real-World English Strategies
3 Play the video again, and have students raise their hands Interrupting in a second language can be difficult because
each time they see someone interrupt. Stop the video to cultures differ regarding when it is and when it isn’t
elicit the language used. appropriate to interrupt. Nevertheless, sometimes we
Answers have to do it.
Students’ answers will vary. Sample answers include: First, discuss with your students when it is and when it
Interrupting each other by breaking into the conversation. is not acceptable to interrupt in their home language/
culture, or other languages and cultures they know. Have
r English For Real Video Unit 3 students take a few minutes to fill out the table below,
reflecting on their own experiences and also examples
Exercise 3 ASSESS from the video:
1 Put students in pairs or small groups to say what they
think Max’s interruption will be like. Not OK to OK to OK to OK to
interrupt interrupt interrupt interrupt
2 Have volunteers share their answers. Remind students to
politely/ less casually
give reasons for their answers.
formally formally
Answers Children
Students’ answers will vary. Sample answers include: when
I think he will say … adults are
speaking
r Exercise 4 ANALYZE Next, add more useful expressions to the ones listed in
1 Remind students to watch and listen for Max’s the chapter. Be sure to also list some expression for rude
interruption. interruptions, e.g., Will you let me say something?, Can’t you
2 Play the video. shut up for a minute?
3 Have volunteers call out their answers. Remind your students to refer to these expressions when
they are creating role plays in Exercise 6 and Exercise 7.
Answers For further expansion, ask a few students to “behave
Students’ answers will vary. Sample answers include: inappropriately” in their dialogs in Exercises 6 and 7,
In a more formal / polite way because of the academic speaker– and then discuss the other students’ reactions to these
audience setting and distance in the relationship. Max, for
role plays.
example, says “excuse me,” prefaces his question (“Could I ask
a question?”), and then uses an indirect question form (“I was
wondering if … ”). r Exercise 5 IDENTIFY
1 Look at the chart with students. Confirm that they
r English For Real Video Unit 3 understand how to complete it.
Real-World English 2 Let students know you will play the video more than once
if needed.
Interruption and resuming
3 Play the video while students take notes. If needed, replay
1 Read the information in the box aloud, modeling the the video. For some classes, you may want to stop and
intonation of the more polite versus the more informal start to give students time to complete their charts.
ways of interrupting. Have students repeat after you.
4 Put students in pairs or small groups to compare the notes
2 Ask students to say what the differences are. they took.
3 Read the phases used for resuming speech after being 5 Have volunteers call out their answers.
interrupted, modeling correct intonation. Have students
repeat after you. Answers
Extra Practice Interrupting: “Excuse me for interrupting.” / “Could I ask
1 Put students in pairs to write two four- to six-line In the classroom:
dialogues that include interruptions and speech a question?” / raising hand and standing up
resumptions. Direct them to write one formal dialogue Resuming: “Now, going back to the way the brain … ”
and one informal one. Outside the classroom:
2 Have pairs choose their two dialogue situations first. Interrupting: Max, Andy, and Kevin just interrupt each other
Then have them start writing. Circulate while students either by completing each other sentences or responding to
work on their dialogues to help with vocabulary or ideas them: “Space! Yeah.” / “Yeah, right?” Phil is more polite: “Can I
as needed. interrupt here?,” “Guys?”
3 Tell students to call you over when they are finished Resuming: “But as I was saying, … ” / “Where was I?”
writing to check their work. Then have them practice
performing their dialogues.

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Video Script 4 Have students exchange roles and redo the role play
r English For Real Video Unit 3 using what worked well from the first time.
Scene 1
Dr. Bronson Exploration! As well as going out into outer space, we Answers
can also go inwards to… Students’ answers will vary. Sample answers include:
Max Excuse me for interrupting. Could I ask a question? Situation 1: Students B and C are chatting about the documentary
Dr. Bronson Of course, uh, go ahead. they saw. Student A comes in and says, “Hey guys, we’re meeting
Max Well, I was wondering if maybe we should pay more John and Marcy for pizza tonight. We need to get going."
attention to our Earth instead of exploring space? Situation 2: Students A and B are chatting about last night’s
Dr. Bronson That’s a very good point. But I’m talking about inward party. Student C walks up and says, “Sorry, but I think we should
exploration … the way the brain … get in line. The movie starts in 10 minutes, you know.”
Scene 2
Andy Well, that wasn’t what I expected.
Max Yeah, I know what you mean. I thought the whole Exercise 8 INTERACT
thing was about …
Kevin Modern-day exploration! Right! I thought he was
1 Put students in pairs to role-play the new situations.
going to talk about … 2 Direct the students to read the situations, and elicit from
Max Space! Yeah. But, as I was saying, some of it just didn’t them how they differ from the situations in Exercise 7
make sense. I mean … (these are more formal).
Andy Yeah, right? What was all that about the brain and
looking inward? 3 Direct the pairs to choose the situation they want to
Kevin Where was I? Oh. Space travel! And every time role-play and then to discuss what they will say while you
someone asked a question about space, he kept circulate to help with vocabulary and phrasing.
talking about the brain!
Phil Oh, can I just interrupt here? Guys? Um, the title of
4 Have students role-play their situation while you circulate
the lecture was “Inner Space Exploration!” And that to listen.
was Dr. Bronson not Branson!
Kevin/ Andy Huh? / No wonder! Answers
Max Oops, wrong man! Students’ answers will vary. Sample answers include:
Situation 3: Student A starts talking about the topic the students
e Exercise 6 INTEGRATE chose. Student B interrupts to ask a question and says, “Excuse
me for the interruption, but could I ask a question?” Then student
1 Put the students in pairs to complete the exercise while
A answers the question and resumes speaking by saying,
you circulate to help with vocabulary and phrasing. If “Anyway, as I was saying.”
needed, suggest students refer back to the phrases in the Situation 4: Student A starts talking about work matters and
Real-World English box. student B interrupts by saying, “I’m sorry to interrupt, but when
2 Play the audio for the students to check their rewrites. you said … did you mean?” Student A answers student B’s
Replay, stopping after each one so students can compare question and resumes speaking by saying, “Going back to what I
their rewrites to the ones on the audio. was talking about … ”
Answers
Exercise 9 ANALYZE
1 Excuse me for interrupting, but what time does it actually 1 Keep students in the same pairs as Exercise 8. Direct them
start? / I wonder if I could ask a question. What time does it to discuss their role plays and say what worked well and
actually start? what didn’t.
2 I’m sorry to interrupt, but are you saying we can finish early? 2 Have students exchange roles and redo their role plays
Excuse me for interrupting, but is it correct that we can using their own feedback from step 1 to improve what
finish early? they say.
3 Excuse me for saying so, but I don’t think that’s right. / I’m
sorry to interrupt, but I don’t think that’s right. 3 Have volunteer pairs redo their role plays for the class.
4 I’m sorry to interrupt, but I have something relevant to say
here. / Excuse me for interrupting, but I have something to t Exercise 10 WHAT’S YOUR ANGLE?
say about this. 1 Give students a moment to think about a time when
they wanted to interrupt but didn’t for one reason
Audio script or another.
e CD1, Track 22 2 Put students in pairs or small groups to share their
1 Excuse me for interrupting, but what time does it actually start? memories of their experiences.
2 I’m sorry to interrupt, but are you saying we can finish early?
3 Excuse me for saying so, but I don’t think that’s right. Answers
4 I’m sorry to interrupt, but I have something relevant to say here. Students’ answers will vary. Sample answers include:
I wanted to interrupt the lecturer in World History 101, but I
Exercise 7 INTERACT didn’t because there were so many students there and I was sure
1 Put students in groups of three. Have them read the two I was going to make a mistake with my English.
situations and choose which one they want to role-play.
Then have them decide which roles to play (A, B, or C).
2 Direct students to discuss what they want to say first while
you circulate to help with vocabulary and phrasing.
3 Tell students to role-play their chosen situation and then
to discuss what worked well.
Level 4 Unit 3 43
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4 Ask students to say which group chose corrective eye
lenses as one of their top choices.
Lesson 3.5 Moving On
Student Book page 38 Answer
corrective eye lenses
Exercise 1 ACTIVATE
Audio Script
1 Check students’ comprehension of the inventions in
the box. e CD 1, Track 23
Today I’m going to talk about discoveries—this will be an
2 Put students in pairs or small groups to talk about the exploration of important inventions that have pushed back the
inventions and the benefits each one has led to in frontiers of human knowledge. Now, I know you’re already thinking,
current times. well, that’s the Internet, the phone, or the airplane… You’re all
3 Have volunteers share something that came up in their focused on the here and now, or at least the past 100 years. Am I
discussions about each invention. If desired, have students right? Well, I’m not talking about any of those things. Instead, I’m
traveling back more than 700 years to the invention of the corrective
rate the inventions in terms of usefulness in their own eye lens. First, I’ll tell you exactly why this has been one of the most
opinions. important discoveries of our time. Then I’ll outline just how this
came to be invented. Finally, we will look at what other inventions
Answers were influenced by this—that is, the recognition of the importance
Students’ answers will vary. Sample answers include: of this item. There will be time for questions at the end.
I’ve never used a compass, but compasses led to GPS and
satellite navigation that we all use in our cars or on our Speaking
phones now.
Giving a presentation
Exercise 2 ASSESS GO ONLINE
1 Direct students to read the information in the
Check students’ comprehension of centuries and which
Speaking box.
years they refer to. Have students complete the activity
independently. 2 Ask students how well-organized presentation
introductions are like good topic sentences, pointing out
Answers that topic sentences show your paragraph organization
the compass: 11th century and clear presentation introductions with signpost
the printing press: 15th century phrases show the organization of your presentation.
the airplane: 20th century
3 Read the phrases in the Speaking box, and have students
the Internet: 20th century
the telephone: 19th century
repeat after you with correct intonation.
the corrective eye lens: 13th century Extra Practice
paper money: 10th century 1 Put the following phrases on the board:
the mechanical clock: 14th century a Moving on to …
b In addition …
Exercise 3 INTERACT c So, first of all …
1 Put students in small groups to share their ideas about d Then I’ll point out …
the importance of each invention. Ask students to give e First, I’ll explain …
reasons for their decisions. Remind them to defend their f Please save your questions for …
choices with reasons. g Finally, I’ll illustrate why …
2 Direct students to try to come to a consensus about their h Today I’m going to talk about …
top three most important inventions. i Secondly …
2 Tell students to put them in the order they should
3 Have groups share their top three inventions while you
appear in a presentation (g, d, c, f, e, b, h, a).
tally the choices on the board.
3 Put students in small groups to create a presentation
Answers skeleton using all of the sentence starters.
Students’ answers will vary. Sample answers include: 4 Write onto small pieces of paper enough topics for each
We think corrective eye lenses, …, and … are the three most group to have one. Put them into a hat, coffee mug,
important inventions. We chose corrective eye lenses because or paper bag, and have one student from each group
without them, we wouldn’t be able to read as we got older, select one. You can choose topics your students will be
so printing presses, clocks, money, and compasses would be interested in or choose from the following list:
useless to us. video game addiction, exercise addiction, the K-pop
music phenomenon, face recognition technology,
e Exercise 4 IDENTIFY unusual pets, money transfer apps like Venmo, online
1 Direct students to listen for the invention the presenter is dating, clowns, circuses, the benefits of talking to plants,
going to focus on. vegan diets, wearable technology like Fitbits, home
2 Play the audio all the way through. assistants like Alexa and Google, etc.
5 Have groups use the sentence starters to create their
3 Ask students to call out the invention and write it on the
presentation skeleton.
board. You can also ask students if they heard the other
6 Ask a volunteer from each group to share their
inventions the speaker mentions and write those on the
presentation skeleton with the class.
board as well.

4511179_WA_TG4.indb 44 5/10/19 12:30 PM

e Exercise 5 INTEGRATE Answers
1 Tell students they are going to listen to the presentation 1 So, first of all, the question is how …
introduction again. This time, direct them to listen to the 2 Moving on to the history of …
sentences that show the organization of the presentation 3 In this final part, I would like to look at …
and to make notes on what they hear. 4 We have five minutes for questions…
2 Play the audio, and have students take notes. Direct e CD 1, Track 24
students to make their notes into a type of outline for
the presentation showing the order of topics as they will Pronunciation Skill
appear.
Shifting stress in suffix words
GO ONLINE
notes / outlines.
1 Have students read the information in the box.
4 Postpone going over answers until after Exercise 6.
2 Read the examples, and have students call out where the
e CD 1, Track 23 stress is.
e Exercise 6 ASSESS 3 Direct students to think of more noun / adjective or
noun / verb combinations. Have them look them up in an
1 Tell students they are going to listen to the opening parts
English to English dictionary or on an English to English
of each section of the presentation to check their answers.
dictionary app on their phones to discover the correct
2 Play the audio and have students take notes on the stress. Have them look up a nouns that they know are also
opening sentences for each section. adjectives or verbs, and note the stress in the noun form,
3 Have students compare their new notes with the notes and then look up the corresponding adjective and note
they took in Exercise 5. the stress.
4 Put students in pairs or small groups to compare their 4 Put students in groups to share the noun / adjective or
notes. noun / verb combinations they found and to teach each
other about the correct stress in each one.
Answers
-introduction
More to Say…
-how has the eye lens been so important Focus: Working in pairs, students practice shifting the
-it has increased our collective IQ stress in suffix words.
-about the history Grouping Strategy: Pairs
-what other inventions it influenced
-questions
Ready,
Audio Script 1 Prepare a list of 15 to 25 words that take the suffixes
e CD 1, Track 24 -tion, -ity, -ment, -ness, -ship, and -ence.
Finally, we will look at what other inventions were influenced by 2 Make a handout that contains these words
this—that is, the recognition of the importance of this item. There alphabetically in a word bank and two categories titled:
will be time for questions at the end. So, first of all, the question is:
the stress stays the same and the stress moves.
how has the eye lens been so important for humans? Well, to put it
simply, by helping many people to read—well, people with eyesight 3 Make enough copies of the handout for each pair of
problems, of course—the simple lens gave us the possibility of students.
raising the level of human intelligence. It has increased our collective
Set…
IQ. So, let’s look in more detail at this… Moving on to the history
of this invention, it all started in Italy, sometime between 1268 and 1 Put students into pairs.
1289… In this final part, I would like to look at other developments 2 Give each pair a handout.
dependent on this first invention. For example, we have the… We
have five minutes for questions. If we don’t get through them all, I’m Go!
happy to see you after the session. 1 Have the students work together to determine which
suffix (-tion, -ity, ment, -ness, -ship, or -ence) goes with
e Exercise 7 IDENTIFY the base word.
1 Tell students they are going to listen to the opening parts 2 Instruct them to write the word with the suffix in the
of each section of the presentation again to note the correct category, either the stress stays the same or the
actual words and phrases used. stress moves. For instance, the word happy would take
2 Play the audio, and have students complete the opening the suffix happiness and would be written in the the
phrase for each section. stress stays the same category.
3 Put students in pairs or small groups to compare 3 Circulate and assist students as necessary.
their notes. 4 Check the answers as a class.
4 Have volunteers call out their answers. Check
Keep going!
comprehension as a class.
1 Have the students select 10 words from the list that
they think are important and that they want to be able
to pronounce correctly.
Level 4 Unit 3 45
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2 For homework, have students record themselves Exercise 11 DEVELOP
reading the words and instruct them to send the 1 Put students in pairs to help each other organize their
recording to you along with a list of the words in an presentation. Pair students with students who have
email. chosen a different invention, unless you choose to have
3 Listen to the recording and correct the errors on students present together.
the text. If time permits, record messages with the 2 Direct students to take turns telling each other about their
corrections and send it back to the students. invention and their reasons for choosing that invention
and brainstorming a possible order of topics to present.
e Exercise 8 IDENTIFY 3 Have students write an outline of their presentation while
you circulate to offer assistance as needed.
1 Give students a moment to look over the verb / noun and
adjective / noun pairs before they listen. Direct them to Exercise 12 IMPROVE
write a stress mark over the syllable they think is stressed
1 If possible, give students time, or take them to a lab, to
in pencil.
create a slide presentation for their presentation.
2 Play the audio, and have students work independently
2 Elicit from the students good delivery tips and write them
to check their stress markings and correct them where
on the board, e.g., have notes on notecards always look up
necessary.
at your audience while you are talking, if you need to refer
3 Call on volunteers to read the word pairs with the correct to your notes, stop talking, look at your notes, look up and
stress. Then read the word pairs yourself, having the start talking again, talk to the person at the back of the room,
students repeat after you with the correct stress. speak loudly and clearly.
Answers 3 Put students in pairs to take turns practicing their
1 disappointment 4 application presentations. Tell partners to think of questions they can
2 availability 5 relationship ask their partner and to make notes on the presentation
3 difference 6 laziness organization and the delivery.
4 Have students take turns practicing their presentations
e CD 1, Track 25 in pairs. Direct students to ask a few questions about the
presentation and then to give their partner feedback
e Exercise 9 INTERACT
before exchanging roles.
1 Have students read the sentences and add appropriate
suffixes independently. Exercise 13 SHARE
2 Put them in pairs or small groups to check their suffixes. 1 Have students take turns giving their presentations to the
Then have them take turns saying the nouns to each class or, if your class is larger, to a large group. Circulate
other to determine where the stress is. between the groups to make sure students ask questions
3 Play the audio for students to check their suffixes. at the end.
4 Have volunteers call out the nouns with their correct
suffixes. If necessary, correct their stress and have the class t Exercise 14 WHAT’S YOUR ANGLE?
repeat after you. 1 Have students think about whether their minds have been
5 Replay the audio, stopping after each extract to have changed by any of the presentations.
students repeat the extract with the correct word and 2 Put students in groups to discuss their thoughts. Remind
syllable stress. them to give reasons for their answers.
Answers Answers
1 I would like to look at other developments … Students’ answers will vary. Sample answers include:
2 … the simple lens gave us the possibility … Actually, my ideas about … have changed. I never realized how
3 … of raising the level of human intelligence … important that was / how much that influenced so many things
4 … the recognition of the importance of this item … that came after it.
5 … this will be an exploration of important inventions …
e CD 1, Track 26
Exercise 10 PREPARE
1 Elicit the inventions students have discussed in this unit,
and write a list on the board. Ask if there are any others
students want to add to the list.
2 Direct students to choose one to present on. If desired,
put students in pairs or groups to talk about the reasons
for their choices.
3 Have students brainstorm a list of reasons for their choices
on paper while you circulate to assist with vocabulary and
ideas as needed.

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depicts with his words. Then have individual students read
the poem aloud.
Unit 3 Review 6 Put students back into their groups to discuss the
Student Book page 149 meaning of the poem. To do that, tell them to put the
meaning of the poem into their own words. Then, have
Vocabulary them discuss whether they agree with it.
Exercise 1 7 Have volunteers share their group’s interpretation of
the poem.
Answers
1 recognition 3 intelligence 5 friendship Answers
2 commitment 4 happiness 6 personality Students’ answers will vary. Sample answers include:
The poem is about the need to explore new places and new
things, but the purpose of exploration is to see what we already
Exercise 2 know in a new way.
Answers GO ONLINE Encourage students to go online to listen to the

1 explore 3 keep going 5 independent podcast and add their comments to the discussion board.
2 flexible 4 survive 6 quit
Zoom In
GO ONLINE Encourage students to go online to play the
vocabulary game. Exercise 7
1 Conduct Task 1 as a walk-around activity. Have students
Grammar walk around the classroom talking to different partners.
Tell them to tell each new partner about the discovery
Exercise 3 that they are particularly interested in. Explain that they
Answers can improve on their description if they hear something
1 to enjoy 2 spending 3 to congratulate from another student that they can use. Call time after
ten minutes or after each student has talked to several
partners.
Exercise 4
2 For Task 2, put students into groups to take turns sharing
Answers their photos. Direct students to talk about the place, and
Students’ answers will vary. Sample answers include: give reasons for wanting to explore it. Tell students when
I think … is important for exploration. That’s because it is so … they are listening, to think of a question to ask the speaker.
Also, it is such a … 3 For Task 3, have students write a list of the pros and cons
of exploring their chosen place independently. Circulate
Exercise 5 to help with vocabulary as needed.
Answers Answers
1 leaving 5 getting Students’ answers will vary. Sample answers include:
2 seeing / to see 6 having 1 I read about the discovery of black holes in space. I’m
3 planning / to plan 7 to believe / believing particularly interested in that because I think it will be useful
4 to keep for …
2 This is a photo of the Bermuda Triangle in the Atlantic
GO ONLINE Encourage students to go online for further Ocean. It’s a very mysterious place where many ships have
grammar reference and information and to play the disappeared and …
grammar game. 3 Pros: see a beautiful ocean place, see the place where all
these mysteries have happened, possibly solve the mystery of
Discussion Point the Bermuda Triangle,…
Cons: disappear like all the other ships have, never return,
Exercise 6 OXFORD REFERENCE expensive, dangerous
1 Ask students to raise their hands if they like poetry. Have
volunteers call out some favorite poets. Ask if anyone Exercise 8
knows anything about T.S. Eliot, noting on the board any
information the students share.
tasks in Exercise 7 and to check the appropriate box.
2 Ask students if they read any poetry in their own
languages, and if so, who it is they read.
any skills they need more practice with.
3 Put students in small groups to talk about poetry and how
it expresses meaning differently from prose. Answers
4 Have volunteers share what they discussed, eliciting that Students’ answers will vary.
poetry often expresses meaning through creating visual
images in readers’ minds.
5 Tell students you are going to read the poem aloud
while they listen and read at the same time. Direct them
to make a visual picture in their minds of the images he
Level 4 Unit 3 47
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Wide Angle Teacher’s Guide Unit 4 Processes
Unit Overview • Use passives with the modal verbs can, could, might,
should, must, etc.
Introduction to the unit • Vocabulary related to movie production (Oxford 3000)
The title of this unit—Processes—summarizes the main
themes: the care and love that go into making things by
4.3 What’s the Difference?
hand, the steps involved in making a movie, handmade Writing Skill Using example and explanation linking words
versus machine-made products, asking for and giving Grammar in Context Adjectives with prepositions
clarification about processes, and the steps involved in • Clarify points by using example and explanation signpost
creating or making a game. words and phrases
In Lesson 4.1, the theme of processes is reflected in the • Read about the differences between handmade and
following activities: the steps involved in making things by machine-made products
hand, the language needed in explaining a process, using • Use prepositions after adjectives, e.g., surprised by to talk
visual information while listening to someone explaining about feelings, abilities, etc.
a process, and the traditional process of making tweed
cloth. In Lesson 4.2, the process of making movies is 4.4 I Get It Now!
focused on in exercises that include: talking about numbers Real-World English Asking for and giving clarification
and percentages, reading a graph showing the steps • Practice using language of clarification
involved in going from an idea to the finished product,
• Ask for clarification of specific points
classifying information while reading, reading about the
role of technology in movie making, and then completing • Indicate when you understand
a graphic organizer that summarizes the main points of • Repeat information to assist with clarification
the article. In Lesson 4.3, students will consider their own
preferences for homemade products versus machine-made 4.5 It’s Quite Simple, Really
or store-bought products while reading an essay on the Speaking Describing a process
quality of differently made products. Students will focus Pronunciation Skill Chunking
on the use of examples and explanation linking words, • Use signpost language to help your listeners follow your
adjectives with prepositions, and finally on writing their process description
own compare and contrast essay. In Lesson 4.4, students • Use ordinal numbers and other signpost words and
will watch a video and then practice asking for and giving phrases to alert listeners to process stage changes
clarification about things that might not have been
• Identify chunks and practice using pauses
completely understood. In the Real-World English Strategies,
teachers will help students use appropriate language in • Describe and listen to descriptions of processes
their questions and responses. Finally, in Lesson 4.5, the
exercises summarize what students have learned about Resources
the theme of processes by having them listen to a talk on Class Audio CD 1, Tracks 27–30
the process of making a game while practicing describing Workbook Unit 4, pages 22–28
a process themselves and learning about and practicing Oxford Readers Correlations
identifying chunking in spoken speech.
Silas Marner (9780194657358)
Lessons Assessments: Unit test
Class video
4.1 Proudly Made English For Real video
Vocabulary Development Explaining a process
Grammar focus
Listening Skill Using visual information while listening
Grammar PPTs
Grammar in Context Present passive and past passive
Grammar Worksheets
• Vocabulary related to signaling (Oxford 3000)
• Use images to help you comprehend when listening
Vocabulary cards
• Use passive forms
Newslea articles
• Watch a video about the process of making Harris Tweed
Word list
4.2 Making It to the Big Screen
Reading Skill Classifying information from a text
Grammar in Context Present passive with modal verbs
• Create diagrams to classify information while reading
• Read about the technology needed to create movies

4511179_WA_TG4.indb 48 5/10/19 12:30 PM

Unit Opener 3 For the third question, check students’ comprehension of
follow a process. For the questions about why processes
are important and what can happen if we don’t follow a
The unit opener photo shows a Vietnamese woman working process, ask students to provide examples of processes
in a small pottery factory in Vietnam. The woman is dressed that they are familiar with to illustrate their point. Ask
in a traditional Vietnamese hat as well as Western-style jeans students if they have ever made a mistake when making
and a sweatshirt. The photograph relates to the unit theme something and what happened as a result.
and subsequent exercises because it focuses on the process
of creating something and in this case how a product can be Answers
produced by both machines and human hands. Students’ answers will vary. Sample answers include:
1 Office work, any work that requires creating and making
Photographer things, factory work, farming, etc.
2 They help to make the process more efficient.
Quinn Ryan Mattingly 3 The thing you are doing won’t be done well, or made
Quinn Ryan Mattingly (b. 1979, USA) is a freelance correctly. The quality of the product will not be good.
photographer and videographer based in Vietnam for
more than a decade. Having first moved abroad after
r Video Script
university graduation, he was moved by a year in Europe
to change continents, first landing in South Korea in This woman is working in a ceramics factory on the outskirts
2005. This would spark his interest in photography. He of Hanoi, Vietnam, carving a bowl from spinning clay. There are
accepted the invitation of a friend to visit Vietnam in about 50 people who work in the factory. This woman will do
2006, immediately falling in love with the country and many jobs, covering all parts of the process to make pottery.
the lifestyle. His personal work focuses on long-term All work requires a certain process for it to be completed
photojournalistic projects, telling the stories of the less the right way. There are steps and an order that must be
than fortunate residents of Vietnam and the South East followed, or the product may not turn out the right way.
Asia region, while his professional work is split between I use processes, or workflows, in my work every day. First I
editorial and commercial assignments and commissions must capture the images, then I look at them all and find the
for many various local and international clients such as best ones, and then I edit those. Finally, I deliver the finished
The New York Times, The Washington Post, the World Health photos to the client.
Organization, the Global Fund, and Samsung, among Processes are important because there is a right order and
many others. a certain way things should be done. Processes also help us
keep consistency in the work. My process is very important
in my work because it is the best and most efficient way to
Unit Snapshot
spend my time when I’m busy working on many projects.
1 For question 1, check students’ understanding of where
Scotland is, and ask students what they know about Exercise 1
Scotland, Scottish people, and the typical or traditional 1 Direct students to read the three categories of areas of life
clothing worn there. It might be useful to pull up photos and the processes listed. Check students’ comprehension
on the Internet of Scottish men in kilts and tweed jackets. of the words leisure and redecorating.
2 For question 2, ask students to say what types of art are 2 Point out that most of the areas can be in more than one
technology-based. category. Have students work independently to complete
3 For question 3, ask students to say how Hollywood movies the exercise.
typically end and whether they have seen any movies 3 Put students in pairs to compare answers, providing
recently that had a sad ending. examples for each one.
Discussion Questions Answers
1 Direct students’ attention to the questions below the Students’ answers will vary. Sample answers include:
picture. When you ask students to describe the image, Applying for a job: A
provide words and phrases to help them as necessary, for Learning a skill: A, B, C
example, pottery, workshop, tools, machinery, rubber or latex Learning a sport: A, B, C
gloves. Ask specific questions about the picture: Where is Redecorating a room: A, B
Preparing for an exam: C
the woman working? What are they making? How big of a
Preparing for a sports competition: A, B, C
factory do you think this is?
Preparing for a party: B
2 Optionally, before asking students to answer the Planning a wedding: A, B
discussion questions, show the photographer video Teaching someone a skill: A, B, C
where Quinn Ryan Mattingly answers these questions Applying for a college: C
from his perspective. Play the video for students as many
times as needed to check comprehension and discuss any Exercise 2
vocabulary items.
1 Read question 2 aloud. Put students in pairs to complete
the activity.
2 Tell students to be as detailed as possible and to imagine
they are describing a process for someone who knows
nothing about the activity.
Level 4 Unit 4 49
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3 Put pairs together with another pair who described the 2 Review the term signpost words and phrases. Ask students
same or a similar process. Have them tell each other the to call out the different signpost words and phrases
amount of steps they thought of and compare their steps. they’ve been using in previous units.
4 As a whole class, find out which pair had the most steps 3 Have students read the information in the box.
for their process. Have that pair retell their steps for the
class without saying what the process is for. Tell the class Oxford 3000 words
to start guessing as soon as they think they know what the first /second / third stage is… following that…
the process is for. Repeat with additional pairs as time finally… once… the last step is to…
allows. Extra Practice
1 Have students reread the four sentences at the bottom
Real-World Goal of the Vocabulary Development box. Tell them to
By the end of this unit, students will be able to learn a think of a sentence that would precede or follow each of
new process from an online video because they will the sentences. Remind students to use ordinal numbers
have acquired useful vocabulary for explaining a process, and signpost words and phrases.
practiced using visual information when listening to a 2 Put students in pairs to take turns saying their sentences
process, practiced using the passive forms with and without for each other. Tell students who are listening to say
modals, used examples and explanation linking words, before or after depending on where they think the
used adjectives plus prepositions, and asked for and given sentences belong.
clarification when listening to or giving a talk describing a
process. Exercise 3 IDENTIFY
1 Make sure students realize that all the steps describe only
one process. Have them read the sentences and call out
what the process is.
Lesson 4.1 Proudly Made 2 Have students put the steps in order independently.
Student Book pages 40 – 41 3 Put students in pairs or small groups to compare answers.
To do this, have them read their sentences in order rather
Exercise 1 ACTIVATE than just read the letters in order.
1 First, direct students’ attention to the title of the lesson,
4 Postpone going over the answers until after Exercise 4.
and ask if they or someone they know has made anything
that they are proud of recently. Have volunteers share e Exercise 4 INTEGRATE
their ideas. Ask students what they think the lesson will be
1 Play the audio for students to check their answers in
about.
Exercise 3.
2 Direct students to look at the pictures and the nouns and
verbs in the box. Have students complete the exercise
independently. Answers
3 Put students into pairs to compare answers. Tell them to The person is making a clay pot. In order from top: 5 a 4 b
take turns making sentences about each picture with their 2 c 3 d 1 e
answers. a The last step is to decorate it.
b Once it is the right shape, make the bottom flat.
Answers c Then make a hole in the ball with your thumb.
Students’ answers will vary. Sample answers include: d After that, mold the sides into the correct shape.
1 bake a cake e The first stage is to make a ball of clay.
2 knit a wool scarf
3 fold a paper plane Audio Script
4 mold a clay pot e CD 1, Track 27
The first stage is to make a ball of clay. Then make a hole in the ball
t Exercise 2 WHAT’S YOUR ANGLE? with your thumb. After that, mold the sides into the correct shape.
Once it is the right shape, make the bottom flat. The last step is to
Direct students to read the discussion questions. Put them in decorate it.
pairs or groups to say what they can make and which they
would like to make. Listening Skill
Answers Using visual information while listening
Students’ answers will vary. Sample answers include: GO ONLINE
I can bake a cake. 1 Ask students how many of them knew the meaning of
I can’t do any of these things. mold depicted in picture 4 before doing Exercise 1. Point
I would like to be able to knit.
out how looking at the picture helped them to know the
meaning.
Vocabulary Development 2 Have students read the information in the box.
Explaining a process 3 After they finish, ask students to scan the information to
GO ONLINE find how many bits of information are for before listening
1 Elicit the ordinal numbers from students, and write the (three), during listening (four), and after listening (two).
first three on the board: first, second, third

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1 Find an online video showing the steps of a process Students’ answers will vary. Sample answers include:
such as a recipe or how to use a new app, for example. a, f, g, k, l, m
Googling “how-to videos” will result in many options.
2 Play the video without sound, stopping at each image r Exercise 8 INTEGRATE
and asking students for the terminology of what they 1 Have students read the sentence parts. Direct them to try
see happening. to match the parts before watching.
3 Play the video with sound, and see if students can
2 Play the video while students check their predictions.
identify the actual terminology used on the video for
each step. Compare it to the terminology they guessed. 3 Put students in groups to compare their answers. Go over
4 Replay the video, and stop after the speaker uses the the answers as a class.
word or phrase showing what is being done. Elicit the Answers
answers from students and write them on the board. 1 b 3 c 5 e
2 f 4 a 6 d
Exercise 5 IDENTIFY
1 Check students’ comprehension of fabric. r Harris Tweed 1
2 Have students look at the images and work in pairs to
label as many things that they see as possible. Exercise 9 INTEGRATE
3 Have volunteers call out their labels. 1 Have students read the questions while you circulate to
answer any individual questions.
Answers 2 Play the video while students answer the questions.
3 Put students in pairs or small groups to take turns asking
In the image on the left, we see different shades of blue and
green yarn. The different color balls of yarn are all labeled.
and answering the questions.
In the image in the middle, we see a machine which is used to 4 Go over the answers as a class. If necessary, replay the
make the fabric that this yarn is used for. video, having students raise their hands when they hear
In the image on the right, we see the finished item of clothing the answer to each question. Then have students repeat
which was made from the fabric. what they heard.
Answers
r Exercise 6 NOTICE 1 The people from the islands (the Outer Hebrides) made and
1 Have students read all the phrases silently. Then read still make the cloth.
each sentence aloud, having them repeat after you with 2 Harris Tweed gets the special Orb Mark trademark.
the correct stress and pronunciation. Stop after each one 3 The mills use pure wool.
to check students’ comprehension of dyed, base colors, 4 The workers dye the wool.
complicated colors and shades, textile, weavers, patterns, 5 They make jackets, bags, shoes, and phone and iPod covers.
industry, stamped, trademark, modernized, and operations. 6 People buy the cloth all over the world.
7 China has invested in the production of this cloth.
2 Play the video while students check the phrases they hear. 8 The wool comes from Scotland / sheep.
4 Replay the video. Tell students to raise their hands when Video Script
they hear a phrase. Stop the video when students raise their r Harris Tweed 2
hands. Have students repeat the phrase before continuing. People often say that quality never goes out of fashion. This could
be the reason that Harris Tweed has been one of the most famous
Answers names in the British textile industry for over 150 years. Harris
The only phrases not mentioned are a, d, i, m and n. Tweed is made in the Outer Hebrides, a collection of islands off
the north-west coast of Scotland. Due to the harsh climate and
Video Script rugged landscape, this cloth has always had to be well-made and
durable. This quality cloth was first exported in the 1840s, by an
r Harris Tweed 1 aristocrat who owned a lot of land on the Isle of Harris. It quickly
The first stage of making the tweed is to mix the base colors of
became popular and the industry grew. When Harris Tweed
the wool to a specific recipe. The result of this is a range of more
started becoming popular internationally, the Orb trademark was
complicated colors and shades. Following that, the weavers create
developed to protect the brand. To receive this trademark, the
the fabric and the patterns. During this stage, old-style foot operated
tweed had to be hand-spun, hand-woven, and dyed by people from
looms are used, and tweed is woven by hand. Only highly-skilled
the Outer Hebrides. These rules still apply today. Three mills are
weavers are allowed to make Harris Tweed. The last step is for the
licensed to produce Harris Tweed. The first rule they must follow is
Harris Tweed Authority to inspect the material. Once they’re happy
that they use pure wool and nothing else. The second rule is that
that it is high quality, the material is stamped with the Orb Mark
they must dye the wool. They mustn’t dye the finished fabric. The
trademark.
first stage of making the Tweed is to mix the base colors of the wool
to a specific recipe. The result of this is a range of more complicated
Exercise 7 IDENTIFY colors and shades. Following that, the weavers create the fabric and
1 Put students in pairs to complete the exercise using the the patterns. During this stage, old-style foot-operated looms are
images from Exercise 5 and an English-English dictionary. used and Tweed is woven by hand. Only highly skilled weavers are
Point out that there are many English-English dictionary allowed to make Harris Tweed. The last step is for the Harris Tweed
apps for their cell phones.
2 Go over the answers as a class. Have volunteers tell you
which ones they were able to guess from the visuals.
Level 4 Unit 4 51
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Authority to inspect the material. Once they’re happy that it is
high-quality, the material is stamped with the Orb Mark trademark.
Answers
This rigorous regulation and high standard of quality control is why 1 is made
Harris Tweed is still so popular. Today, you can buy Harris Tweed 2 was … exported
jackets, bags, and shoes. There are even Harris Tweed phone covers. 3 was developed
Harris Tweed is a traditional brand that uses traditional methods. 4 are licensed
But its owners realize they can’t look only to the past, and so in 5 was produced
recent years, the company has modernized its marketing. This small
industry, based on a remote Scottish island, is now selling fabric all
over the world. Many clothing brands are now using Harris Tweed
in their products and the material is popular in America, Europe, 1 Read the instructions aloud, and go over the example
and Asia. Japan, which buys around 40 per cent of the company’s answer. Point out that the question was “who” so the
exports, is now Harris Tweed’s biggest market. Thanks to this answer required an agent or person. Remind students to
international demand production has more than doubled. Three use by and an agent only if needed.
years ago, half a million meters of Harris Tweed was produced every
year. The company now produces more than a million meters of
2 Have students compare their answers in pairs or groups
cloth every year. Investment is also coming from overseas. In 2013, by taking turns reading their sentences to each other. Go
a major Chinese textile company became a shareholder in Carloway over the answers as a class.
Mill, one of the last three Harris Tweed mills. Over the last 150 years
Harris Tweed has had to adapt to survive, but has always stayed true Answers
to its high standards of quality and authenticity. Now this traditional, Students’ answers will vary. Sample answers include:
local business is succeeding on the world stage. 2 The special Orb trademark is given to Harris Tweed.
3 Only pure wool is used.
Grammar in Context 4 The wool is dyed.
5 Jackets, bags, shoes, and phone and iPod covers are made of
Present passive and past passive Harris Tweed nowadays.
GO ONLINE 6 The cloth is bought all over the world.
1 Go over the Grammar in Context box with students. 7 Money was invested (in the production) by China.
2 Remind students of the helping verbs for the passive 8 The wool is produced in Scotland / by the same breed of
sheep as before.
forms: is / am for the present passive, was / were for the
past passive.
3 Check that students understand that the passive is used e Exercise 12 APPLY
when the action is more important than the person 1 Have students read the sentences and say whether any of
or thing that did the action. Also point out that only them will need by + agent (no).
transitive verbs, or verbs that can take an object, can be in 2 Have students complete the exercise independently.
the passive. 3 Play the audio extract while students check their answers.
4 For additional practice, see Grammar focus on page 162 in Have students raise their hands when they hear the
the Student Book. sentences on the audio.
Extra Practice 4 Go over the answers as a class.
1 Ask students to imagine coming into their home and
Answers
finding many things broken and missing. Elicit from 1 This week’s recipe was chosen from a traditional cookbook.
them that their home was robbed. 2 In the past, this cake was served on special occasions.
2 Put students in pairs or small groups to write sentences 3 It is eaten at any time nowadays.
about the things that were broken, moved, or stolen. 4 All the ingredients are combined in a large bowl.
Have pairs make as many sentences as they can in a 5 The eggs are mixed separately at first.
limited amount of time, e.g., five minutes. 6 The cake is baked for 40 minutes.
3 Ask students to call out the amount of sentences they
wrote. Have the pair that wrote the most sentences call Audio Script
out their sentences. Let other students correct them if e CD 1, Track 28
needed. This week’s recipe was chosen from a traditional cookbook, which
4 Ask the other pairs if any had any different sentences, my grandmother gave me. In the past, this cake was served on
and have volunteers call out new sentences. special occasions, but things change, and it is eaten at any time
nowadays. The cake is very easy to make. Basically, all the ingredients
Exercise 10 IDENTIFY are combined in a large bowl, although the eggs are mixed
separately at first. You can find the detailed instructions on our
1 Read the instructions with students. Have students website, but it isn’t much more difficult than that. After that, the cake
look through the sentences quickly and note the ones is baked for 40 minutes. Once it is out of the oven, leave it to cool for
that clearly have to be in the past (numbers 2 and 6). an hour and then decorate.
Tell students to read the others carefully to decide if
they can be in the present or past. t Exercise 13 WHAT’S YOUR ANGLE?
2 Have students complete the activity independently or 1 Direct students to read the discussion question. Put them
in pairs. in pairs or small groups to share what they last made,
3 Go over the answers as a class. cooked, painted, grew, or created.
2 Ask volunteers to share any interesting products that
came out of their discussions with the whole class.

4511179_WA_TG4.indb 52 5/10/19 12:30 PM

Answers Answers
Students’ answers will vary. Sample answers include: Actors are selected.
The last thing I painted was an old dresser for my bedroom. The scenes and costumes are designed.
The script is revised.
The scenes are filmed.
The soundtrack is created.
The final movie is produced.
Lesson 4.2 Making It to the The movie is promoted.
Final problems are solved.
Big Screen
Student Book pages 42 – 44 Oxford 3000 words
Exercise 1 ACTIVATE film promote produce select
1 Ask students what they know about trends in movie design solve revise create
watching. Have volunteers call out their thoughts while
you make notes on the board.
1 Have students read the questions and take a moment or
2 Read the numbers in the box aloud, having students
two to decide their own answers.
repeat them after you.
2 Put students in pairs or small groups to share their
3 Direct students to read the sentences in the blue box.
thoughts. Remind them to give reasons for their answers.
Check their comprehension of box office and released.
4 Put students into pairs or small groups to guess the answers.
If they disagree, direct them to give reasons for their choices. Answers
5 Have volunteers call out their answers while you write Students’ answers will vary. Sample answers include:
them on the board. I think developing a script might be the most difficult stage of
making a movie because writing takes such a long time, and it’s
Answers very hard.
38.6 I would like to be involved in filming the scenes because I love
164,000 making videos.
718 movies
71% went at least once a year
245 million people
Exercise 5 ASSESS
11% went at least once a month 1 Ask students to raise their hands if they’ve seen the
following: Toy Story, Avatar, The Lord of the Rings. Have
them estimate the years those movies came out.
2 Have students read the list of items. Ask students if they
1 Direct students to read the discussion questions. Give
know what an Audion vacuum tube is, and write their
them a minute or two to think about their own movie-
answers on the board. If they don’t know what it is, have
watching habits.
them scan paragraph 3 for the answers.
2 Put students in small groups to discuss the questions.
3 Ask volunteers to call out their answers to questions 1
and 2. Write different answers on the board. Then tally the
answers.
class’s movie-watching habits by asking students to raise
their hands each time you call out one of the options on 5 Have volunteers call out their answers.
the board. Answers
2 a the first 3D movie process
Answers
5 b U.S. weekly attendance fell from 90 to 51 million
3 c Audion vacuum tube invented
I go to the movies rarely / often / twice a year because going to
7 d Toy Story movie
the movies is very expensive / fun / exciting.
1 e first movies with sound and color
Most of the time if I want to watch a movie, I rent it online and
4 f start of electrical recording
watch it on my laptop.
6 g problems with color solved
10 h Avatar movie
Exercise 3 VOCABULARY 8 i the increased use of computer-generated images (CGI)
1 Read the verbs in the box, having the students repeat 9 j The Lord of the Rings movies
after you. Check their comprehension of promote.
2 Direct students to the graphic on film-making. Check Reading Skill
students’ comprehension of script, soundtrack, scenes, and Classifying information from a text
costumes. GO ONLINE
3 Have students complete the exercise independently. 1 Review the meaning of classifying with students.
4 Go over the answers as a class. 2 Direct students to read the information in the Reading
Skill box.
Level 4 Unit 4 53
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3 Ask students how many different types of diagrams there 2 Put students in pairs or small groups to compare what
are in the box (three). Ask students if any of them use any they added to their mind maps.
of these diagramming tools already and, if so, which ones
they use. Answers
Extra Practice Ideas from the article: 3D movies, digital cameras, computer-
1 Divide the class into thirds, and assign each group one of generated images / special effects
the three diagramming tools.
2 Put students into pairs or small groups within their larger Grammar in Context
groups. Have all the students in each group create a
diagram about something they already know about, e.g., Present passive with modal verbs
a flow chart of a simple process like a recipe, a timeline GO ONLINE
of events for something they read in the news recently 1 Direct students to read the information in the Grammar in
or something they are all familiar with, and a mind map Context box.
showing connections between ideas for an outline of 2 Ask students to say why be is in the base form, pointing
any of the readings they’ve done in previous units. Tell out that modals are always followed by a verb in its base
students not to say what they are diagramming. form.
3 Circulate to help with vocabulary and ideas. 3 For additional practice, see Grammar focus on page 162 in
4 Have half of the pairs or groups put their finished the Student Book.
diagrams on the wall or on desks or tables around
the room and stand near them. Direct the rest of the Extra Practice
students to walk around and read the finished diagrams 1 Write the modals from the box on the board.
and tell the owners what they think they are showing. 2 Put students in pairs to write sentences in the present
5 Have students switch roles and repeat step 4. passive with each one of the modal verbs on the board.
Circulate to help with vocabulary and structure.
Exercise 6 IDENTIFY OXFORD REFERENCE 3 Once they have written their sentences, have them
1 Review the skill of scanning with students. rewrite them on the back of their papers, adding a blank
2 Point out that students will be choosing from the events instead of the modal.
in Exercise 5 and there are only eight times to label. Tell 4 Have pairs exchange papers with another pair to
students to write the letter of the event. complete their sentences.
5 Have volunteers call out their sentences while you write
3 Tell students you are going to give them only about two
them on the board for other students to critique or edit if
minutes to complete the timeline so they have to scan
needed. Make sure you have a sentence for each modal.
rather than read slowly and carefully.
4 Direct the students to complete the exercise. Exercise 9 IDENTIFY
5 Go over the answers as a class. 1 Have students search for the present passive with modal
verb sentences individually and highlight, underline, or
Answers
make a list of them.
1890s—first movies with sound and color
1893—the first 3D movie process 2 Put students in pairs to compare their answers and to
1906—Audion vacuum tube invented discuss who or what does the action.
1924—start of electrical recording 3 Go over the answers as a class.
1950s—problems with color solved
1948–1952—U.S. weekly attendance fell from 90 to 51 million Answers
1995—Toy Story movie Students’ answers will vary. Sample answers include:
2009—Avatar movie … no movie can be created / no moving images [can be]
filmed—no action possible
… moviegoers should be made to feel that they were actually
Exercise 7 INTEGRATE participating in the movie action—technologies such as curved
1 Have students read the list of words in the box and screens
the categories in the mind map. Check students’ … digital technology can be used to produce entire films—by
comprehension of trend. filmmakers / producers / directors
2 Have students read the article more carefully, taking notes … audiences must be treated to amazing computer-generated
special effects—by filmmakers
as they read.
… it should be remembered that there has been more than
3 Put students in pairs to compare their completed a century of development to arrive at this point—by us, the
mind maps. readers
Answers Exercise 10 APPLY

1 sound 4 leisure activities 7 images 1 Remind students that modals are always followed by the
2 color 5 entertaining 8 sound systems base form of the verb, in this case be. Also remind them
3 television 6 screens that if they have trouble, they should try thinking about
what word form each word is as this will help them put
Exercise 8 EXPAND the words in order more easily.

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2 Have students work independently to put the words into
the correct order.
3 Put students in pairs to check their answers. Have them Lesson 4.3 What’s the
take turns reading the sentences to one another. Difference?
4 Go over the answers as a class, projecting them or writing Student Book pages 45 – 47
them on the board. Have students create new sentences
using the structure of the sentences on the board, Exercise 1 ACTIVATE
changing different parts of them. 1 Have students read the four terms in the box. Explain
that handmade and homemade are similar but are not
Answers
1 Nowadays, audiences have to be entertained by more and
interchangeable. For example, clothing made at home is
more special effects. usually referred to as handmade, but food made at home
2 Real actors shouldn’t be replaced by digital avatars. is usually referred to as homemade.
3 More money could be spent on making movie theaters better 2 Put students in pairs or small groups to match the words
to attract bigger audiences. to the pictures. Direct them to discuss why they made
4 Children should be encouraged to be active, rather than sit their choices.
and watch movies.
3 Have pairs or groups call out their answers.
5 Cell phones should be banned from movie theaters.
Answers
Exercise 11 INTERACT Students’ answers will vary. Sample answers include:
1 a handmade / machine-made / store-bought car
1 Point out that there are various levels of agreement. Write
2 a machine-made / store-bought car
on the board the following phrases for students to use: 3 a handmade / homemade cake
totally agree, completely agree, sort of agree, agree in part, I’m 4 a machine-made / store-bought cake
not sure I agree entirely, don’t really agree, don’t agree at all. 5 a handmade / homemade / store-bought sweater
2 Have students make sentences with each phrase about 6 a handmade / store-bought suit
things in their lives, their world, school rules, etc.
3 Direct students to take a moment to decide whether they t Exercise 2 WHAT’S YOUR ANGLE?
agree or disagree with each sentence from Exercise 10. 1 Have students read the words in the box. Check their
4 Put students in pairs to share their opinions. Remind comprehension of outfit and bag.
students to give reasons for their opinions. 2 Have students decide on their first choices
5 Have volunteers share their opinions with the class. independently.
Answers 3 Put students in pairs or small groups to discuss their first
Students’ answers will vary. Sample answers include: choices for each item, giving reasons for their choices.
I don’t agree with sentence number 1. I can be entertained just 4 Have volunteers tell the class interesting stories that came
as easily by a movie without special effects if the story is really up in their group discussions.
good.
I really agree that real actors shouldn’t be replaced by digital Answers
avatars. That would take away a lot of the reality, I feel. Students’ answers will vary. Sample answers include:
I think handmade birthday cards are the best because they show
how much someone really cares about you.
t Exercise12 WHAT’S YOUR ANGLE? Store-bought cakes always look beautiful, but I prefer
1 Have students think of an idea. If helpful, suggest they think homemade cakes because they always taste better than store-
of a particularly interesting or funny time in their own lives. bought cakes.
2 Put students in groups of five, if possible, to take turns
sharing the ideas for their movies and answering the Exercise 3 IDENTIFY
questions their groupmates ask them. Tell students who 1 Have students say which paragraph is the introduction.
are listening to take turns asking the questions listed. Have students complete the exercise independently.
3 Have volunteers share the idea of their movie with the 2 Have volunteers call out the answer.
information from the answers to their questions.
Answers
Answers Handmade and machine-made products.
My movie would be about my trip to … I’d like … to act in it, I
would want … to develop the script and … to direct it. I’d want Exercise 4 ASSESS
it filmed in … I’d like the soundtrack to be created by … 1 Have students look at the diagram. Ask students if
they know what it is called (Venn diagram). Check that
students understand what goes into each of the three
parts of the diagram.
2 Check students’ comprehension of mass-produced.
3 Have students complete the diagram while they read the
essay.
Level 4 Unit 4 55
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4 Put students in pairs or small groups to compare answers. Answers
Direct students to go back to the essay for evidence if Students’ linking words will vary. Sample answers include:
their answer is different from their partner’s. 1 difference between machine-made and handmade is not
5 Go over the answers as a class. important / for instance / people are not interested in how
washing machines are made
Answers 2 both types are made by highly skilled people / for instance /
Handmade: made more slowly, with more care / more expensive / machine-made equipment is made by people who are good
smaller numbers made / people prepared to pay more for them at operating machines
Machine-made: larger numbers made / cheaper 3 handmade products take more time and care to make / for
Both: good quality / made by highly skilled people example / many people think that handmade cars are better
quality than machine-made ones
4 a handmade car / such as / a McLaren
Writing Skill 5 not a handmade car / like / a Toyota
Using example and explanation linking words
GO ONLINE
Exercise 6 IDENTIFY
1 Elicit from students signpost words and phrases to talk 1 Have students read the instructions. Ask students what
about examples. Write their ideas on the board. Then ask type of reading they will be doing to complete the
students how they signpost explanations. Write those exercise (scanning).
word and phrases on the board.
2 Tell students you will be giving them one minute to find
2 Have students read the information in the Writing Skill the linking phrases for explanations and to underline or
box independently. highlight them when they find them.
3 Have students compare the signpost words and phrases 3 Direct students to write the following three headings on
on the board with the ones in the information box. Are a piece of paper: Point, Phrase, Explanation. Under each
there any new ones there? Read the signpost words and heading, tell students to list the correct information.
phrases in the box aloud, having students repeat after you.
4 Put students in pairs or small groups to compare answers
Extra Practice and to talk about the point and the explanation for the
1 Divide students into two or three teams, depending on sentences they found.
the size of your class. 5 Have volunteers call out the answers.
2 Tell students they will hear a sentence that they must
complete or follow with another sentence using one of Answers
the signpost words or phrases. Tell students that if the Point: Both types of product are actually often made by highly
team whose turn it is gets it right, they get a point. If not, skilled people.
it goes to the next team to try. Phrase: in other words
Explanation: … items made by hand or by machine are typically
3 Say the following sentences for the students to finish
made by workers who are excellent at their job.
appropriately (see sample answers in parentheses):
Point: Handmade items are more expensive because it is seen as
a Most handmade cars are very expensive. (For instance, better.
McLaren’s can cost $265,000.) Phrase: that is to say
b Not all of my homemade cakes look so great. (That is to say, Explanation: people are often prepared to pay extra for a
they often don’t rise enough.) handmade item because it makes them feel special.
c Many restaurants advertise that their food is just like
homemade. (For example, the Grape Vine.)
Grammar In Context
d If you do very well on the next test, you’ll be fine. (In other
words, you’ll pass.) Adjectives with prepositions
e There are many stars who were discovered because they were GO ONLINE
seen on homemade uploaded videos. (Such as Justin Bieber.) 1 Direct students to read the information in the Grammar
f My mother loves to knit, but she makes sweaters no one in Context box.
really wants to wear. (To put it another way, she makes 2 Have students follow each of the adjective preposition
really ugly sweaters!) combinations by noun, noun phrase, or gerund with
4 If desired, have the teams make up their own sentences their own ideas, e.g., surprised by the weather, bad at
or sentence starters to try out on the other teams. doing math, etc.
Exercise 5 INTEGRATE 3 For additional practice, see Grammar focus on page 162 in
the Student Book.
1 Direct students to read the sentence parts. Check
comprehension of operating. Extra Practice
2 Have students complete the exercise independently. 1 Bring in many cut-out photos such as magazine
advertisements that show people or animals with
3 Put students in pairs to compare answers by taking turns
expressive faces.
reading their completed sentences to each other. There
2 Elicit from students and write on the board several more
are multiple linking words that can be used in each item.
feeling and ability adjective-preposition combinations.
4 Have volunteers call out their completed sentences.
3 Put students in groups of five to seven, and have each
group sit in a circle. Distribute one photo with a piece of
paper for each photo to each student in the group.

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4 Explain to students that they are going to make stories Exercise 10 PREPARE
with the pictures with each student contributing 1 Put students in pairs to brainstorm about the topics. After
one sentence as the pictures go around the circle in a few minutes, tell them to choose one that they are both
a clockwise direction. Direct students to use as many interested in.
adjectives with prepositions as possible in their stories.
2 Have students complete the diagrams with their partners
5 When each picture gets back to its starting point, the
while you circulate to help with vocabulary and ideas as
student who started the story should finish it and then
needed.
read it to the group.
6 Have the group decide on their best or funniest story to Exercise 11 WRITE
share with the class. Have students tape their stories to
1 Direct students to look at the checklist, going over any
the walls or the board so everyone can read them.
questions they might have.
7 If desired, project the stories or write them on the board,
and have students work together to edit them for 2 Have students use their completed diagrams from
mistakes. Exercise 10 to help them write the first draft of their
compare-and-contrast essays independently.
Exercise 7 INTEGRATE 3 Have students use the checklist either as they write or to
1 Have students read the sentences. Check students’ revise their first drafts.
comprehension of dish.
2 Remind students that verb-prepositions can seem random
Exercise 12 IMPROVE
or arbitrary and often are best memorized as chunks. 1 Put students in pairs, either new pairs or the partners they
worked with in Exercise 10. Have them exchange papers
3 Direct students to complete the exercise independently.
and diagrams.
2 Direct students to use the checklist and their partner’s
Answers diagram to give each other feedback independently. It is
1 at baking often useful to remind students that what you consider
2 with the bad quality good feedback to be, e.g., telling your partner both what
3 with my performance you liked about their paper, and what they could improve
4 by their response which should come from the checklist in Exercise 11. Have
5 about people finding out partners initial the paper they are giving feedback on so
there is some accountability. Circulate to help students
Exercise 8 IDENTIFY with their feedback.
1 Direct the students to scan the text for more examples of 3 When both partners are ready, put them back into pairs to
adjectives with prepositions to complete the exercise. Tell explain their feedback to each other.
students you are going to give them a limited amount of
time such as one or two minutes to make them practice Answers
scanning. Have them underline or circle the adjectives
I really like your introduction. I think it is clear, and I can see what
plus prepositions when they see them and then keep you are going to be writing about. You used all the points in the
going rather than write them into the box right away. diagram, but I wonder if you could add some more examples to
2 Put students in pairs to compare answers before going the similarities paragraph.
over them as a class.
Answers Exercise 13 SHARE

1 interested in 1 Have students sit in circles of five or six to exchange
2 satisfied with papers. Direct them to give their papers to the person on
3 good at their left.
4 excellent at 2 Tell students to have a notepad so they can make a
5 … people who are very good at operating machines …
couple of notes on each essay about any new ideas
they see or arguments they strongly agree or disagree
t Exercise 9 WHAT’S YOUR ANGLE? on. Alternatively, have students tape their stories to the
1 Give students a minute or two to think about what they board or thumbtack them to the walls far enough apart so
are good at, interested in, pleased about, and surprised by. students can gather around to read them.
2 Put students in pairs to take turns asking and answering 3 After the students have read various papers, have them
the questions. share the new ideas they learned about or arguments
3 Have volunteers call out some of their or their partners’ they felt strongly about one way or another either in their
answers. groups or as a class.
Answers Answers
A: What are you good at? I really liked Zaira’s essay about gifts. I particularly liked what she
B: I’m good at skateboarding / making friends / math / learning said about a good handmade gift being the best thing but that
languages. a bad one was not good at all.
B: How about you? What are you good at?
A: I’m good at …
Level 4 Unit 4 57
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be uncomfortable for the speaker (and the listener) is talking
Lesson 4.4 I Get It Now! about something embarrassing that happened.
1 Tell your students to think about an embarrassing
experience they have had.
r Exercise 1 ACTIVATE 2 Next, they should work with a partner who wants to
1 Direct students’ attention to the video stills. Put students find out about the embarrassing experience. They
in pairs or small groups to describe what they see in the can start the conversation by saying, “So, tell me what
pictures. happened exactly.”
2 Play the first part of the video. Then have pairs or groups 3 The person telling the story should (naturally) not be
discuss the questions. willing to give away all the details, and it is the other
student’s task to find out as much as possible by asking
clarification questions to dig deeper into the story.
Answers
Students’ answers will vary. Sample answers include: r Exercise 2 ASSESS
1 Andy and Sarah are from the United States, Max is from the
UK—accents, vocabulary used
1 Have students read the question. Then play the video, and
2 United States—they used vocabulary that Max didn’t have students listen specifically for Max’s question.
understand (e.g., “best boy”) 2 Put the students in pairs or small groups to compare their
3 Max—e.g., “I didn’t get some of the jokes.” answer.
3 Go over the answer as a class.
r English For Real Video Unit 4 4 Have volunteers call out their guesses about Sarah’s
Real-World English answer. Write them on the board.
5 If useful, play the video one more time and have students
Asking for and giving clarification
note down or call out the words they hear that helped
1 Check students’ comprehension of clarification. Ask them with the question.
students to think about times when people get confused
by something someone says or tells them to do. Write Answers
the situations on the board, e.g., directions on a test or Max asked about the meaning of “best boy.”
for a homework exercise, asking for directions when you
are lost, etc. r English For Real Video Unit 4
2 Ask students what they do when they don’t understand
someone. Write their ideas on the board.
1 Have students read the questions. Tell them to make a note
3 Ask students what they say to signpost to the person
of all the things Max is confused about while watching the
they are talking to that they now understand. Write their
video. Direct them also to check their predictions regarding
phrases on the board.
what Sarah said to Max’s first clarification question.
2 Play the video again, and have students work
5 Read the asking for and giving clarification phrases independently to take notes. If needed, replay the video
and have students repeat after you with appropriate again for students to check their notes.
intonation.
3 Put students in pairs to compare their notes before going
Extra Practice over the answers as a class.
1 Put students in pairs or groups of three to write a
short dialogue in which people need to ask and give Answers
clarification. Suggest they use one of the situations you
The meaning of “muffler.” They laugh and explain it’s part of a car
wrote on the board earlier. Explain that the dialogues
that keeps the engine quiet.
should have at least six lines and they need to include
asking for and giving clarification. Tell students to plan Video Script
their dialogue before they write it.
2 Circulate while the students write their dialogues to help
Sarah Hey, Andy, the usual? Max, tea?
with vocabulary and ideas, as needed. Max Yes please.
3 Have pairs or groups look back at their dialogues to see if Sarah So … you’re here late.
they can add any adjective-preposition pairs. Max Well, we just saw that film about the guys who made the
4 Tell students to practice performing their dialogues. first science fiction film.
Sarah Oh… I loved that movie!
5 Have volunteer pairs or groups perform their dialogues
Andy It was really funny.
for the class. Max Yeah, there were some jokes I didn’t get.
Sarah Such as?
Real-World English Strategies Max Well they kept talking about the Best Boy. Why was he
Asking for clarifications is an important skill that your the best?
Sarah Ok, let me explain. First, the “best boy” is the guy on the
students will need both in class and outside of the classroom. movie set who uses tape to mark places for actors. And it
However, often the biggest problem is feeling shy or was funny because he was so good at it.
intimidated to ask because the topic may be embarrassing or Max Oh! I get it now. How do you know so much about film?
difficult for the other person. One such situation that may Sarah I went to film school.

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Andy I didn’t know that.
Max So… another thing. They kept complaining about a lost
Sarah
muffler. I never saw a scarf!
Oh… No!
Lesson 4.5 It’s Quite Simple,
Max Why is that funny? Really
Sarah A muffler is part of a car. It keeps the engine quiet.
Max Oh, that makes sense! In the U.K., we call that a silencer! Student Book page 50
Exercise 4 ANALYZE Exercise 1 ACTIVATE

1 Direct students to complete the exercise independently. 1 Elicit from students different types of games, e.g., sports,
teams, card, board, etc.
2 Have volunteers call out their answers. Correct any errors
as a class. 2 Put students in pairs or small groups to discuss the
questions.
3 If desired, replay the video, having students raise their
hands each time they hear one of the phrases and then 3 Call on volunteers to share their answers with the class.
having students repeat the phrases with the correct Answers
intonation. Students’ answers will vary. Sample answers include:
1 In my country, lots of people like to play …
Answers 2 A good game doesn’t take too long to play, takes thinking,
1 I never saw a scarf! 2 I get it now.
and can be played at many different levels.
1 Why was he the best? 3 A muffler is part of a car.
3 OK, let me explain. 1 Why is that funny?
Exercise 5 EXPAND Put students in small groups to take turns explaining their
favorite board games to one another. If they don’t have
1 Put students in pairs to take turns asking for and giving
a favorite now, ask them to think back when they were
clarification about the things in the box. Tell them to use
children. Have students who didn’t play board games talk
different clarification signpost phrases for each one.
about any games they used to play as children.
2 Have selected pairs role-play their conversations for
the class. Answers
Answers My favorite board game is backgammon. To play it first you have
Students’ answers will vary. Sample answers include: to … Then you … Next you … If someone … then you … etc.
A: What exactly is a silencer?
B: It’s the thing under the car that makes it less noisy.
A: Oh, I understand. We call that a muffler here. Speaking
Describing a process
Exercise 6 INTERACT GO ONLINE
1 Put students in pairs and have them decide on their 1 Ask students to call out the language they used in
roles. Then give them time to read their situations Lesson 4.1 for writing about a process. Explain that it’s
independently. helpful for a speaker to start their talk with a brief outline
2 When the individual students are ready, put them back of what they are going to say as this helps listeners follow
with their partners to practice their role plays while you the talk more easily.
circulate to listen, offering assistance as needed. 2 Have students read the information in the Speaking box.
3 Have volunteer pairs perform their role plays for the class. Remind students that when describing a process, we
use ordinal numbers and the signposting language you
Answers elicited and wrote on the board in number 1.
A: Hey, what exactly was that teacher’s name? Do you know? Extra Practice
B: Yes, it was _____________. 1 Tell students they are going to explain to another
A: Could you say that again? student how to do something using the language in the
B: Sure, it’s _____________. Speaking box. Direct them to think of something they
A: How do you spell that? are very familiar with that has three or more stages. Tell
B: It’s _____________. students they can draw simple pictures to illustrate their
So, I didn’t understand what the test was going to be on. process. Students could also do this in pairs.
A: Oh, let me explain. It’s on ______________.
2 Have students or pairs write a flow chart of the steps
B: OK. That makes sense. One more question, did you catch what
or stages for their process independently while you
time the teacher said we needed to be in class?
A: Yes, he said … circulate to help with vocabulary and sentence structure
as needed.
3 Put students in pairs or join pairs together. Direct them
t Exercise 7 WHAT’S YOUR ANGLE? to take turns telling each other about their processes.
1 Give students a minute or two to think about the Direct students who are listening to be thinking of two
questions. questions they can ask after they hear the process.
2 Put students in pairs or small groups to share their 4 Tell students to add the answers to the questions they
memories of the last time they asked for or gave got to their presentations and to give them again to a
clarification. new student or pair.
Level 4 Unit 4 59
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Exercise 3 ASSESS Extra Practice
1 Have students read the categories and the steps. Check 1 Tell you are going to read the first paragraph in the text
their comprehension of version, concept, and interact in in Lesson 4.3 with pauses between the chunks. Direct
terms of games. students to draw a slash when they hear a pause.
2 Project the text or write the first paragraph on the board,
and read it again, having students tell you where the
3 Put students in pairs or small groups to compare answers.
slashes should go.
Remind them to give reasons for their answers.
3 Have students take turns reading the sentences with the
Answers correct pauses.
Students’ answers will vary. Sample answers include: 4 Ask volunteers to take turns reading sentences while the
I think making a simple version is part of making the first version. rest of the class writes slashes when they hear pauses.
Once you make a good simple version, you can make a more Monitor to make sure they are reading the pauses
complex version or a better version. correctly.
5 Put students in pairs to read the rest of the reading to
e Exercise 4 IDENTIFY each other while the listening student draws slashes.
Play the audio, and have students work independently to
take check their answers in Exercise 3. If necessary, replay the
More to Say…
audio for students, having students raise their hands when Focus: Working individually, students practice chunking.
they hear the next step being talked about. Grouping Strategy: Individual work
Answers
Students’ answers will vary. Sample answers include: Ready,
5 make a simple version—first version Prepare a blank piece of paper for each student.
1 choose the basic design—initial concept The class before you do this activity, tell students to bring their
6 try the game—first version smart phones to the next class. If students don’t have smart
3 decide on number of players—initial concept phones, prepare enough recording devices for each student.
identify the goals of the game—this could be any point in the
(Alternately, this activity could be done as homework.)
first stage—initial concept
4 choose the level of difficulty—initial concept Prepare a highlighter for each student.
7 make the final game—final version Set …
2 decide how players will interact or move—initial concept
Hand out the blank paper to each student.
Audio Script Give students ten minutes to write the steps to a simple
process such as making coffee or downloading an app.
e CD 1, Track 29
OK, so I’m going to explain how to make a board game. You might Have students mark the chunks in their process with slash
think it’s going to be complicated, but it’s quite simple, really. So, (/) marks.
there are three main stages of making a game, and each has a Go!
number of steps. The first stage is to plan the game. First of all, the
basic design must be chosen. There are two main designs of board 1 Have students record themselves quietly reading their
games: in many games, you simply go around the board, like in process text. Remind them to pause slightly at the
Monopoly, while in other games the board is used as an open space slashes. Encourage them to only record 1 time for the
for players to "fight", as in many fantasy games. Next, decide how most accurate picture of their chunking.
players will interact with each other, or how they will move. Will you
2 Hand out the highlighters to each student.
have dice or cards, for example? After that, you need to think about
the number of players and who they are. For instance, is it for children 3 Instruct students to listen to their own recording as
or adults? How many players will be able to play? And finally, will it they read their text. Have them highlight any times
be a difficult game or an easy game for all ages? And how long will a they see a slash on their paper but they don’t hear
game take? At some point, during this first stage of development, you themselves pausing.
also need to identify the main goal of the game. You could start with
this, or it might become clear once you made the other decisions. The Keep Going!
second stage is to design and make the game, and then test it. After 1 Give students the opportunity to record their process
you decide how the game will work, make a simple version using texts again and repeat the critical listening process until
card and paper for the board, and modeling clay for the pieces. The there are no highlighted spots on their text.
next step is to play the game with different numbers of people. Find
some people to try the game, and make notes while they play. See
how long it lasts, and look out for problems. Then, when you are sure e Exercise 5 NOTICE
it works, you are ready to plan the final product. So, the last stage is 1 Replay the audio, and have students work independently
to make that final version. It’s best to design it on a computer and use
good-quality materials for the board and pieces. When you finish this
to make slashes when they hear the pauses. If necessary,
stage, you will have something to be proud of. Have fun! replay the audio for students.
2 Go over the answers with the class.
Pronunciation Skill
Chunking
GO ONLINE
1 Direct students to read the information in the box. Read
the sentences with pauses to show the chunks, and have
students read the sentences with the correct chunking.
4511179_WA_TG4.indb 60 5/10/19 12:30 PM

Answers
1 So, | there are three main stages | of making a game, | and
each has a number of steps. || The first stage | is to plan the
game. || First of all, | the basic design | must be chosen. ||
2 And finally, | will it be a difficult game | or an easy game for
all ages? || And how long will a game take? || At some point,
| during this first stage of development, | you also need to
identify the main goal of the game. ||
3 See how long it lasts | and look out for problems. || Then, |
when you are sure it works, | you are ready to plan the final
product. |||| So, the last stage | is to make that final version. ||
e CD 1, Track 30
Put students in pairs to complete the exercise. Circulate to
listen to students chunking and pausing.
Exercise 7 PREPARE
1 Have students think of another simple process to share.
Have them outline their process talk while you circulate to
help with ideas and vocabulary.
2 Have students complete the exercise individually.
Exercise 8 INTERACT
1 Direct students to read the checklist items.
2 Put students in pairs to tell each other their processes
while the listener thinks of feedback.
Exercise 9 IMPROVE
Have pairs give each other feedback. Suggest they start by
saying something positive about what they heard, e.g., a
new word or phrase for them, the step that was clearest, etc.
Exercise 10 SHARE
1 Put students in groups of five to seven. Direct students to
take turns giving their talks about their processes.
2 Have students tell each other what new information they
learned.
Level 4 Unit 4 61
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Discussion Point
Unit 4 Review Exercise 6 OXFORD REFERENCE
Student Book page 150 1 Draw students’ attention to the quote. Ask if anyone
knows who Andy Warhol is, explaining that he’s the
Vocabulary American modern pop artist who made the famous
Campbell’s soup can and Marilyn Monroe paintings. He
Exercise 1 was also a movie director and producer.
Answers 2 Read the quote aloud. Put students in pairs or small
a Following that, you need to decide on the main characters. groups to answer the questions about art and discuss the
b The first stage is to think of a story. meaning of the quote. Tell students to give examples to
c Finally, ask a friend to read it and comment before you share it illustrate their points.
with the world.
4 Ask students to write a “quote” about the purpose of art for
d Then you can start writing the first draft.
e Once you have finished the first draft, read it and improve it.
themselves. Monitor and help with vocabulary.
f The last step is to rewrite the story, cutting out any 5 Have them share their quotes with a partner. Then call on
unnecessary parts. volunteers to say their quotes for the class.
g During this stage, think of how the reader will feel about the GO ONLINE Encourage students to go online to listen to
story. the podcast and add their comments to the discussion
board.
Exercise 2
Zoom In
Answers
2 a Following that, you need to decide on the main characters. Exercise 7
1 b The first stage is to think of a story. 1 For Task 1, put students in groups of five to seven to take
7 c Finally, ask a friend to read it and comment before you share turns discussing something they would like to learn to
it with the world.
make. Direct students to ask each other questions about
3 d Then you can start writing the first draft.
why they chose that thing.
4 e Once you have finished the first draft, read it and see how
you can improve it. 2 For Task 2, have students work independently to write a
6 f The last step is to rewrite the story, cutting out any comparison and contrast essay on two processes. Suggest
unnecessary parts. they use a Venn diagram to look for the similarities and
5 g During this stage, think of how the reader will feel about the differences in their two processes. Collect and correct their
story. work or monitor and provide feedback.
3 For Task 3, have students bring in a diagram on the
Exercise 3 Internet or in a textbook to bring to class and share.
Conduct this task as a walk-around activity. Divide the
Answers class in half, and have half the students stand by their
1 film 4 designed 6 edited desk with their diagram on the desk or stand by their
2 produced 5 solve 7 developed
diagram pinned to the wall. The other half of the class
3 selected
walks around talking to each student about their diagram
GO ONLINE Encourage students to go online to play the and listens to students’ explanations. Then have students
vocabulary game. exchange roles.
Grammar Answers
Exercise 4 1 I’ve always wanted to learn to make pasta because ….
2 Baking cookies and baking a chicken are similar, but they are
Answers also different …
1 must always be made 4 can always be improved 3 This diagram illustrates the process of …
2 must be followed 5 should be made
3 could be said Exercise 8
Exercise 5 tasks.
Answers
1 by … (students’ 3 in 5 about
own ideas) 4 at Answers
2 at Students’ answers will vary.
grammar game.

4511179_WA_TG4.indb 62 5/10/19 12:30 PM

Wide Angle Teacher’s Guide Unit 5 Survival
Unit Overview 5.3 Absolutely Essential
Writing Skill Using addition and contrast linking words
Introduction to the unit Grammar in Context Intensifiers
The title of this unit—Survival—summarizes the main • Use linking words to show relationships between different
themes: how people survive in harsh environments, parts of written texts
people’s reactions to everyday disasters, some • Use adverbial intensifiers such as extremely, a little, and
consequences of natural disasters, getting help and absolutely to make adjectives stronger or weaker
advice when dealing with extreme situations, and giving
• Vocabulary: amazing, huge, extraordinary, awful, tiny,
practical advice to those in need.
terrible, delighted, essential, ridiculous (Oxford 3000)
In Lesson 5.1, the idea of survival is reflected in the
following activities: discussing and listening to experts 5.4 What’s the Problem?
talk about how to deal with difficult, everyday situations Real-World English Asking for and giving advice
and taking notes on a listening about everyday disasters.
• Practice appropriate ways of asking for and giving advice
In Lesson 5.2, the following exercises demonstrate the
theme of survival: learning the vocabulary of natural • Learn phrases to show you are considering the situation
disasters, reading a text about an earthquake, learning from someone else’s point of view
to express obligation with must and have to when talking
about survival, and discussing issues involved in dealing
5.5 Don’t Panic
with or preparing for natural disasters. In Lesson 5.3, Speaking Giving practical instructions
students will learn new adjectives to use when writing Pronunciation Skill Connected speech with words ending
or talking about survival, and write a short text giving in /t/ and /d/
advice. In Lesson 5.4, students will watch a video and will • Learn signposting phrases to help listeners follow
then practice different ways to ask for and give advice. instructions
In the Real-World English Strategies, teachers will help • Practice using demonstratives such as this, that, here, and
students practice asking for and giving advice. Finally, in there with gestures to show what you mean
Lesson 5.5, the exercises summarize what students have • Create a presentation on dealing with a disaster
learned about the theme of natural disasters and survival,
and have them practice giving practical instructions.
Resources
Class Audio CD 2, Tracks 2–13
Lessons Workbook Unit 5, pages 29–35
5.1 Everyday Disasters Disaster (9780194233958)
Listening Skill Interpreting changes in volume, speed,
and pitch
Assessments: Unit test
Grammar in Context Advice and warning with should,
ought to, and had better English For Real video
Vocabulary Development Phrasal verbs with look Grammar focus
• Recognize message changes according to intonation and Grammar PPTs
voice changes in volume, speed, and pitch Grammar Worksheets
• Learn to give advice and warnings using should, ought to, Oxford Reference Worksheets: upper/lower
and had better Vocabulary cards
• Learn about the different meanings of look in two- and Newslea articles
three-word phrasal verbs Word list
5.2 Unexpected Consequences

Reading Skill Recognizing and understanding
exemplification
Grammar in Context Obligation with must and have to
• Use examples to help understand a writer’s meaning
• Practice using must, have to, can't and don't have to to
express necessity and rules
• Vocabulary related to disasters (Oxford 3000)
Level 4 Unit 5 63
4511179_WA_TG4.indb 63 5/10/19 12:30 PM

Unit Opener Answers
People have to make everything themselves, doctors are far
The unit opener photo shows two traditionally dressed
away, the climate might make farming very difficult.
women walking in a hilly rural landscape. The photograph They work very hard and depend a lot on each other’s help.
relates to the unit theme and subsequent exercises because Other environments where it is difficult to survive include
it illustrates the difficulty of survival in an environment such deserts and places with extreme temperatures or extreme
as this one without many modern conveniences and where amounts of rain.
people need to live off the land and take care of all their
needs themselves.
r Video Script
Photographer I took this photo in Swaziland. It is a photograph of
two women walking home along a very rural road. This
Krisanne Johnson photograph was taken at the beginning of spring in
Krisanne Johnson (b. 1976) grew up in Xenia, Ohio. She Swaziland so it still appears dry after the winter months.
graduated with a degree in journalism from the University People encounter different problems in this environment
of Colorado and pursued postgraduate work in visual such as drought and access to water. They also have to travel
communications at OhioUniversity. She is currently based very far to visit shops or the doctor.
in Brooklyn, New York. Since 2006, Krisanne has been
Many people work very hard to provide for their families.
working on long-term personal projects about young
They look to each other and the support of their community
women and HIV / AIDS in Swaziland and post-apartheid
to help one another. If they experience a severe drought,
youth culture. Krisanne’s work has been exhibited
the community must work together to conserve water and
internationally and has appeared in various magazines
discuss food shortages.
and newspapers, including The New Yorker, TIME, The New
York Times, Fader, The Wall Street Journal, US News & World Exercise 1
Report, L’Espresso, Vanity Fair (Italy), D la Repubblica, Courrier
Have students work independently to think about their
International, CNN, and HUCK.
answers to the questions and to make a list of possible
things people and governments do to help.
Unit Snapshot
1 For question 1, ask students if they know of any natural Exercise 2
disasters that can change the weather. Put students in pairs to discuss their answers. Remind them
2 For question 2, ask students what might be meant by a to give reasons for their answers and to use actual events
“problem shared” (that a problem shared is a “problem they know about to support their opinions.
halved” because if you share a problem, you also share Answers
the burden of the problem). Ask who a problem might be Students’ answers will vary. Sample answers include:
shared with. Also ask if students have a similar expression They send assistance from areas that were not affected.
in their own languages. People want to help because they care about others, and also
3 For question 3, check students’ comprehension of tubes. If in the hope that they would get the same treatment if they
necessary, ask students what vehicle wheels are made of. were in need.
Discussion Questions Real-World Goal

1 Direct students’ attention to the questions below the By the end of this unit, students will be able to help
picture. When you ask students to describe the image, someone with an everyday disaster because they will
provide words and phrases to help them as necessary, for have learned to understand change of pitch in voice and
example, hilly, dry, farmland, rural. Ask specific questions change their own pitch to express important situations,
about the picture: Where do you think this is? (southern used language of advice and warning, learned to intensify
Africa) Where do you think the two women might be going? adjectives appropriately, practiced using the language of
How far do you think they might need to walk to get where obligation, and practiced using addition and contrast linking
they are going? How easy or difficult do you think life might words in their writing to make their practical instructions
be here? What particular things might make life in a place like and advice clearer and easier to follow.
this difficult? What might make life in a place like this easy?
where Krisanne Johnson answers these questions from Lesson 5.1 Everyday Disasters
her perspective. Play the video for students as many times Student Book pages 52 – 53
vocabulary items. Exercise 1 ACTIVATE
3 Encourage students to brainstorm other environments 1 First, direct students’ attention to the title of the lesson,
in which it is difficult to survive. Ask students to imagine and check students’ comprehension of disaster. Then ask
being someplace in a natural disaster or surviving in a what everyday disasters might mean. Have volunteers call
harsh environment. out examples of everyday disasters.

4511179_WA_TG4.indb 64 5/10/19 12:30 PM

2 Put students in pairs or small groups to say what they see 3 To go over the answers, replay the audio, stopping each
in each of the pictures. time a new situation is discussed. Have volunteers call out
3 Direct the pairs or small groups to discuss the questions. which situation it is.
4 Ask students to volunteer their responses to the questions. Answers
5 Tally students’ responses to the questions by having spilled a drink on a carpet
students raise their hands if they have done the thing missed an important deadline
depicted in each picture. Use the tally to find out which of a child repeated something bad you said
the situations is most common.
6 Do two more tallies to find out which of the situations Audio Script
rates the worst in the class and which of the situations the e CD 2, Track 3
most students know how to deal with. Host Welcome to Everyday Disasters. I’m Annie Gervais, and we
are here again to help you fix your everyday problems—
Answers whatever they are and wherever they happen. As usual,
Students’ answers will vary. Sample answers include: I’m joined in the studio by two experts. This week, we
have writer and busy homemaker Tom Riordan, who looks
1 I have locked myself out of my car several times.
after his five children and the home while writing for his
2 Sending a message to the wrong person can be very bad, successful blog. Hello, Tom …
depending on the message. Tom Hi … !
3 I would know how to deal with losing my car in a parking lot. Host … and Dr. Penny Doyle, head of Human Resources at the
Jenson Company …
Penny Hello, Annie. Great to be here.
e Exercise 2 ASSESS Host OK, so we have our first problem on the line. Hi, Chloe, how
1 Direct students to look at the pictures in Exercise 1 again. can we help?
Tell them to think about what kind of experts they would Caller 1 Hi, Annie. I have a question for Tom. I spilled a whole cup of
call on if they had each problem. coffee on my parent’s carpet last night…and, you guessed
it, the carpet is white …
2 Have students read the instructions, and direct them to Tom Right … You really should look out when you have any
listen mainly for the different experts on the program. kind of food or drink and white carpets… Sorry, you know
Have them make a note of each person they hear. that now! We looked into the issue of stains a lot, believe
me, when our kids were young—I’m not saying you’re that
3 Play the audio while students write notes. young … And then we threw out all our carpets after our
4 Put students in pairs or small groups to compare their third child!
notes and say which problems from Exercise 1 they think Caller 1 But this one’s new!
the experts could deal with. Tom OK, don’t worry…Well, as it is already dry, the first thing
you should do is pour a mixture of water and vinegar on
5 Go over the answers by playing the audio again and it…
having students raise their hands when the radio Caller 1 I did that … I looked it up on the Internet, and that’s what
announcer introduces each expert. Stop the audio, and they said … But the stain still shows … I reeeally need to
have volunteers call out the expert type. Write the two get rid of it before my parents see it. Should I try again?
Tom Yes, you shouldn’t give up yet. But for next time, it is much
expert types on the board. Then have volunteers say better to deal with these things when they happen. Any
which of the problems in Exercise 1 each could deal with. technique might not work as well when the coffee has
dried. Was there milk in the coffee?
Answers Caller 1 Yes, there was. Uh … does that matter?
Students’ answers will vary. Sample answers include: Tom It does, actually. In the case of milk, use laundry detergent
I think Tom could deal with a spilled drink on the carpet and a mixed with water—the special chemicals in the detergent
child repeating something bad you said. help. And keep using clean paper to take away the extra
I think Penny could deal with problems like missing an important water. Don’t worry, it will be OK …
deadline or sending a message to the wrong person. Host OK, thanks, Tom … Bye, Chloe. Now, we have Lana … Hi,
Lana, which expert would you like to speak to?
Caller 2 Hi. I’d like to speak to Penny. You see, I missed an important
Audio Script deadline at work today. I was supposed to spend last week
e CD 2, Track 2 writing a report, but I haven’t started it. I don’t know why…
Host Welcome to Everyday Disasters. I’m Annie Gervais, and we I’ve been really tired recently, I suppose … I haven’t told
are here again to help you fix your everyday problems— my boss…She’ll probably fire me!
whatever they are and wherever they happen. As usual, Penny No, she won’t! Most people are much more understanding
I’m joined in the studio by two experts. This week, we than we think. But the most important thing is not to lie to
have writer and busy homemaker Tom Riordan, who looks her. People never like that. You ought to tell her the truth
after his five children and the home while writing for his as soon as possible. Quickly explain the problem you have
successful blog. Hello, Tom… had, and suggest a new deadline. One you can meet. Your
Tom Hi…! boss will want to hear more about the solution than the
Host …and Dr. Penny Doyle, head of Human Resources at the problem. And then do it!
Jenson Company… Caller 2 Thanks … OK, I’ll go see her now! Wish me luck!
Penny Hello, Annie. Great to be here. Host Good luck, Lana! Who’s this? Ah, we have Phil on the line.
Phil, what’s your everyday disaster?
e Exercise 3 IDENTIFY Caller 3 Well, it’s something that happens in my life quite a lot,
now that I think about it … I’d like to know what Tom does
1 Play the audio, directing students to listen and identify the when one of his children says something … inappropriate
problems from Exercise 1. … you know, like telling the truth … ?
2 Put students in pairs or small groups to compare their Tom Who was it? What did they say?
orders.
Level 4 Unit 5 65
4511179_WA_TG4.indb 65 5/10/19 12:30 PM

Caller 3 Well, it was my daughter, she’s six … My aunt was staying 2 You really should look out when you have any kind of food or
with us over the weekend. I told my daughter to kiss her drink and white carpets…
goodbye when she left, and she said, in a really loud voice, 3 Yes, there was. Uh… does that matter?
“No, Dad, you told me not to kiss people we don’t like!”
Tom Uh oh… Well, any parents listening out there had better e Exercise 5 APPLY
remember this: if you say it, they - will - repeat – it …
Remember, children look up to you and think everything 1 Read the instructions with students. Tell students they
you say is true and worth repeating! But the best thing to should underline the stressed words, put lines between
do in this case is … the words that are slowed down, and put an arrow over
the sentence showing the direction of the pitch.
Listening Skill 2 Have students look at the sentences first and think about
Interpreting changes in volume, speed, and pitch the markings they might make.
GO ONLINE 3 Play the audio, stopping after each sentence to give
1 Ask students how their voices change when they are students time to make their markings.
frustrated. Give them a situation to think about, such as a 4 Write the sentences on the board, and have volunteers
younger sibling doing something annoying, and tell them come to the board and mark the stresses, speed, and pitch
to think about how they would tell the sibling to stop changes on the sentences while you replay the audio.
doing whatever it is they are doing. Have them try that
aloud. Then ask if their voices changed at all and, if so, to Answers
say how. Stressed words: really in sentence 2
Slowed down words: does that matter in sentence 3
2 Explain that voices can change in volume, speed, and Pitch changes: Sentence 1 goes down in pitch on People never
pitch. Direct students to read the information in the like that
Listening Skill box.
3 Read the example sentences aloud, having students e CD 2, Track 4
repeat them after you with the correct volume, speed,
and pitch. e Exercise 6 IDENTIFY
1 Elicit from students that they are listening for stresses,
Extra Practice speed, and pitch change. Write those three terms on
1 Put students in pairs or small groups to brainstorm four
the board.
different frustrating situations and different situations
requiring advice or warnings.
2 Ask students to say what each of the things you wrote
2 Have the pairs or groups make sentences with really for
on the board expresses, eliciting giving warnings, giving
their frustrating situations.
advice, and realizing.
3 Combine pairs or groups to say their sentences to each 3 Play the audio while students complete the exercise
other. Direct students to say some of their sentences independently.
with a frustrated intonation and some without, while the 4 Put students in pairs to take turns comparing their
listening pair says whether they are frustrated. answers.
4 Now have them split up again and work with their 5 To check students’ answers with the class, replay the
original partners to make sentences for the remaining audio, stopping for students to repeat the extract with the
situations before recombining the groups to once again correct stress, speed, or pitch.
share their sentences. Direct the listening students
to decide whether the speaker is sure when giving a Answers
warning and whether the speaker thinks the advice is 1 realizing 3 giving advice 5 giving advice
very important when saying the advice sentences. 2 warning 4 realizing 6 warning
e Exercise 4 IDENTIFY Audio Script

1 Direct the students to read the three sentences to predict e CD 2, Track 5
whether they are a warning, indicating the speaker is 1 I don’t know why… I’ve - been - really tired recently, - I - suppose.
2 Any technique might not work as well when the coffee has dried.
realizing, or giving advice. 3 You ought to tell her the truth as soon as possible.
2 Play the audio while students complete the exercise 4 …it’s something that happens in my life quite a lot, now that I
independently. think about it.
5 …any parents listening out there had better remember this: …
3 Put students into pairs or small groups to compare 6 …if you say it, they - will - repeat - it…
answers.
4 Go over the answers as a class. Replay the audio, stopping e Exercise 7 INTEGRATE
after each sentence, and have students repeat the 1 Have students read the chart and complete the exercise
sentences with the correct intonation as a class. independently.
1 warning 2 giving advice 3 realizing notes.
3 Play the audio while students check their notes.
Audio Script 4 To go over the answers as a class, have volunteers call
e CD 2, Track 4 out the answer to the first problem, and then replay the
1 But the most important thing is not to lie to her. People never audio of the first problem. Repeat for the second and third
like that. problems.

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d You are telling your roommate that you are getting sick
Answers
Students’ answers will vary. Sample answers include: and you think it is because everyone at your work has
the flu.
Caller Everyday disaster Advice
e Your friend’s cell phone is about to run out of battery.
Chloe What? Spilled coffee on pour on vinegar and f You are telling a classmate what to do about a test you
white carpet water are having in class tomorrow.
When? Last night deal with it when it g Your roommate is about to eat some fish that has been in
happens the fridge for a very long time.
use laundry detergent 2 Put students in pairs or small groups to write sentences
for milk of warnings and advice of varying levels of strength for
use clean paper to each situation. Direct them to use the negative as well as
remove water affirmative forms.
Lana What? Missed work tell the truth 3 Combine pairs or small groups to say their sentences
deadline explain the problem to each other with the correct stress, speed, and pitch
When? Today suggest a new deadline while the others guess which situation they are
meet the new deadline talking about.
4 Have volunteers share their favorite sentences with the
Phil What? Child repeated [advice not on audio]
something bad class while the class decides the level of strength or
formality of their advice or warning, using a scale of a
When? On the
weekend little strong, somewhat strong, and very strong.
e Exercise 9 APPLY
e CD 2, Track 3 1 Have students work in pairs to complete the activity.
t Exercise 8 WHAT’S YOUR ANGLE? 2 Play the audio so students can check their answers.
1 Put students in pairs or small groups to discuss the 3 Replay the audio again, and stop after each item. Have
questions. Remind them to use their notes in Exercise 7. volunteers call out the answers.
2 Have pairs volunteer their answers. 4 Ask students if any of the other options might fit in each
sentence. Go over each sentence individually, discussing
Answers which options sound good and which do not.
1 Yes, I think Chloe should … and Lana could … Answers
2 I’d tell Phil to … 1 Should 3 ought to
2 shouldn’t 4 had better
Grammar in Context Audio Script
Advice and warning with should, ought to, and had better
e CD 2, Track 6
GO ONLINE 1 Should I try again?
1 Write should, ought to, and had better on the board. Ask 2 You shouldn’t give up yet.
students to say what these forms are used for. Then ask 3 You ought to tell her the truth as soon as possible.
4 Any parents listening out there had better remember this.
how they are different. Students may or may not know,
but write all possibilities on the board. Vocabulary Development
2 Have students read the information in the Grammar in
Phrasal verbs with look
Context box silently. Then have them look at the options
you wrote on the board for the differences between the GO ONLINE
three forms and say which ones are the correct ones. 1 Direct students to read the first two lines of text in the
3 Ask students which of the three forms is rarely used in the Vocabulary Development box.
negative (ought to). 2 Ask students to say what each of the four phrasal verbs
4 Read the sentences in the box aloud, having students means.
repeat after you with the correct stress, speed, and pitch. 3 Have students read numbers 1 and 2 in the box. Elicit
5 For additional practice, see Grammar focus on page 163 in more examples of phrasal verbs that fit into both
the Student Book. categories and write them on the board, i.e., ones the
meaning of which can be inferred from the individual
Extra Practice parts and ones whose meaning is less clear. For example:
1 Project or write the following situations on the board: Phrasal verbs whose meaning can be inferred from their
a You are telling your roommate or friend to bring an parts: add up, advise against, agree with someone, back
umbrella because it is gong to rain. away from something, call someone back on the phone, blow
b One of your parents is ill and not answering their phone, up (a balloon), calm down
so you are talking to your sister or brother to ask them to
Phrasal verbs whose meaning can’t be inferred from their
go over and check on your parent right away.
parts: blow up (in anger), call something off, carry on, burn
c You are telling a neighbor about the recent thefts in your
out, brush up on, count on someone or something, check
apartment complex.
something out
Level 4 Unit 5 67
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If desired, have students look up a list of phrasal verbs Answers
online and say which ones fit into which category by their 1 around 3 up from 5 into 7 after 9 up to
meanings. 2 through 4 forward to 6 up 8 out
Oxford 3000 words
look into look up from look around t Exercise 12 WHAT’S YOUR ANGLE?
look forward to look out look after something 1 Direct students to review the sentences in Exercise 11 and
mark the ones that are true for them.
Extra Practice 2 Put students in pairs or small groups to compare their
1 Put students into pairs or small groups to write sentences
choices. Tell them to give examples to support their
using each of the phrasal verbs in the Vocabulary
answers.
Development box. Tell them to leave a blank instead of
writing the phrasal verb. Answers
2 Direct students to check that their sentences have Students’ answers will vary. Sample answers include:
enough context in them to clearly elicit the correct I never look around my house to check on safety because I live in
phrasal verb. Circulate to help with context and a very safe area. What about you?
vocabulary, as needed. The first sentence that is true for me is 7. Being in a big city
3 Combine pairs or groups into bigger groups of about makes me feel anxious so I always look after my phone and
wallet carefully.
eight to ten students. Have pairs or groups sit in a
circle and give their papers to the pair or group to
their left. Direct each pair or group to write the name
of the students who wrote the sentences on another
paper and record their answers. Then have students
give the “quiz” paper to the next pair or group on
Lesson 5.2 Unexpected
their left and repeat the final steps. Have students do Consequences
this until all quiz papers have circulated back to their Student Book pages 54 – 56
original writers.
4 Have students read their sentences aloud while the Exercise 1 ACTIVATE
others in their circle check their answers. Have students 1 Have students label the photos independently. Then go
ask how many students in their group got the correct over the answers as a class.
answer and write that down next to each sentence. 2 Ask students if any of them have experienced any of
5 Ask students to raise their hands if they think they got these natural disasters. Have volunteers talk about their
the most correct answers in the class on the tests that experiences.
they wrote. Have those students share their sentences 3 Put students in pairs or small groups to talk about what they
with the class. see in the photos and add four key words to each picture.
e Exercise 10 INTEGRATE 4 Have volunteers call out their key words while you write
them on the board.
1 Direct students to read the definitions and then think
about which words could fit into the blanks. Answers
2 Play the audio while students listen and complete the 1 earthquake
exercise. 2 flood
3 volcanic eruption
Answers 4 drought
1 after 3 into 5 up to 5 wildfire
2 out 4 up 6 hurricane
Students’ answers will vary for the added key words. Sample
Audio Script answers include:
1 crack, rubble, destruction, collapsed
e CD 2, Track 7 2 water, overflow, underwater, rivers
1 …busy homemaker Tom Riordan, who looks after his five children
and the home… 3 lava, ash, smoke, eruptions
2 …you really should look out when you have any kind of food or 4 dead trees, scorched, dry, uninhabitable
drink and white carpets… 5 forests, blaze, ash, smoke
3 We looked into the issue of stains a lot, believe me, when our kids 6 wind, rain, rough seas, flooding
were young…
4 I looked it up on the Internet…
5 …children look up to you and think everything you say is true t Exercise 2 WHAT’S YOUR ANGLE?
1 Put students in small groups to discuss the question.
Exercise 11 INTEGRATE 2 Call on volunteers to share their responses and to give
1 Direct students to complete the exercise independently. details about what they saw.
2 Put students in pairs or groups to compare answers. Tell
them to take turns reading the sentences to each other. Answers
3 As a class, have volunteers read each sentence aloud. We saw reports of wildfires in California in the news last week.
The news reports talked about the size of the fires and the
degree of containment.

4511179_WA_TG4.indb 68 5/10/19 12:30 PM

Exercise 3 ASSESS OXFORD REFERENCE Answers
1 Put students in pairs or small groups to match the events 1 Spain, Morocco, and Algeria
to the dates and compare what they know about each 2 30,000 died from the earthquake and up to 70,000 in floods
disaster. and fires
3 the Great Tangshan Earthquake in 1976
2 Have volunteers call out their guesses about the dates of
4 Voltaire
each disaster while you write the various answers on the 5 thinkers started looking for scientific explanations for the
board. Don’t confirm the answers at this point, though. disasters
3 Have volunteers call out what they know about each 6 end of Portugal as a great global power
disaster.
4 Review scanning with students. Tell them they will be given Exercise 5 INTEGRATE
only one minute to find the dates and check their answers. 1 Have students read the article more carefully this time. Tell
5 Direct students to scan the article for the dates of the students to make a list of the factors that made the great
disasters while you time them. After one minute, go over Lisbon Earthquake different from the other disasters.
the answers as a class. 2 Put students in pairs or small groups to share their
Answers responses.
1 d 3 Call on volunteers to share their responses with the class.
2 c
3 a Answers
4 b Students’ answers will vary. Sample answers include:
Student answers’ will vary regarding what they know about the • It changed the way people viewed natural disasters: from
disasters. Sample answers include: having metaphysical causes to having physical ones.
1 I don’t know much about this, but Lisbon is in Portugal, and • It changed the way people responded to natural disasters:
probably a lot of buildings collapsed. people should learn to forecast the disasters and prepare for
2 The Krakatoa volcano is on an island in Indonesia, we think. them instead of reacting.
3 We think many people died in this epidemic. • It led to changes in the world order as it put an end to
4 This earthquake must have been very big as it is called “great.” Portugal as a global power.
Reading Skill Grammar in Context

Recognizing and understanding exemplification Obligation with must and have to
GO ONLINE GO ONLINE
1 Check students’ comprehension of exemplification. Ask if 1 Check students’ comprehension of obligation. Then ask
they see any familiar words in exemplification (example). students which verbs they use to express obligation. Write
Direct students to read the first sentence in the Reading them on the board. Have students make examples of
Skill box to find the meaning of it. sentences with those words. Then ask students to say how
2 Elicit from students the main signpost phrases for the verbs are different.
examples (such as and for example). 2 Direct students to read the information in the Grammar in
3 Have students read the rest of the information in the Context box independently.
Reading Skill box. Ask them if most of the information 3 For additional practice, see Grammar focus on page 163 in
is about signposting examples or of giving examples the Student Book.
without signposting them.
Extra Practice
4 Ask students what the example in the last paragraph in 1 Write the following column headings on the board: Must,
the Reading Skill box is and what it is an example of. Have to, Can’t.
Extra Practice 2 Have students close their books. Then put students in
1 Divide the class into pairs or small groups, and have pairs or small groups to review how each of the three is
each pair or small group look back at the text on different from the others.
overachievers in Unit 1. Direct some of the students to 3 Have volunteers call out the differences, listing them
look at the first two paragraphs, others the next two, and under each heading.
the rest the remainder of the article. 4 Have students work independently to write a true
2 Tell students to skim their part of the article to find sentence about their lives in general, the rules of the
examples that are not signposted. classroom, the rules of their home lives, and the rules of
3 Have students call out their examples while all students their home lives when they were children for must, can’t,
look at the text. Ask students to say what each one is an have to, and had to.
example of. 5 Have volunteers call out their sentences. Review them for
accuracy as a class.
Exercise 4 IDENTIFY
1 Have students complete the exercise independently. Exercise 6 APPLY
2 Put students in pairs or small groups to compare their 1 Check students’ comprehension of designers and
examples. powerless.
3 Have volunteers call out their answers. 2 Point out that some of the sentences might have more
than one answer and that they can use the negative
Level 4 Unit 5 69
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of have to. Have students complete the exercise Exercise 10 INTERACT
independently. 1 Review useful phrases for agreeing and disagreeing, such
3 Put students in pairs or small groups to take turns reading as I’m not sure I agree with you there because… I agree with
their completed sentences to each other. you when you say …, but not with the part on … because …
4 Go over the answers as a class. 2 Put students in pairs to share their completed sentences
from Exercise 9 and to say whether they agree or disagree
Answers
and why.
1 must / have to 3 can’t, must 5 don’t have to
2 has to 4 must 3 Have volunteers write their sentences on the board for the
rest of the class to critique, edit, or add to as desired.
Exercise 7 VOCABULARY
1 Elicit from students which type of reading they should
do to find the verbs quickly (scanning). Have students
complete the exercise independently.
Lesson 5.3 Absolutely Essential
3 Have volunteers share their words and the meanings with Exercise 1 ACTIVATE
the class. 1 Ask students to call out the types of things people
Answers typically ask for advice about, and write them on the
1 react 3 destroy 5 prepare board. Then elicit from students the people and places
2 forecast 4 protect 6 affect people go to for advice, and write them on the board.
2 Have students read the words in the box. Check students’
Oxford 3000 words comprehension of colleagues and online discussion boards.
destroy react affect 3 Put students in pairs or small groups to make lists of
advantages and disadvantages for each place or person
forecast protect prepare
listed in the box. Circulate to help with vocabulary as
Exercise 8 EXPAND needed.
1 Have students read the questions and make some notes 4 Have volunteers share their lists with the class while you
on their ideas independently. write them on the board.
2 Put students in pairs or small groups to discuss their ideas. Answers
Remind them to give reasons for their answers. Students’ answers will vary. Sample answers include:
3 Have volunteers share their thoughts with the class. List Family: advantages: they care about you; disadvantages: it can
the different ideas offered on the board for each question. be difficult to speak to them
Friends: advantages: they know you well, they care about you;
Answers disadvantages: they may not want to hurt your feelings, so may
Students’ answers will vary. Sample answers include: not tell the whole truth
1 Buildings built without earthquake protection, older Colleagues: advantages: they can be objective; disadvantages:
buildings, cheap buildings they may be indiscreet
2 Providing medical support, food, and housing Professional advisers: advantages: they know the topic well;
3 By leaving the area, packing up their belongings and raising disadvantages: you may have to pay
them above flood levels, stocking up on food Magazine advice columns: advantages: they don’t know you, so
4 Governments may decide to spend more on predicting it is not personal; disadvantages: their main purpose is to make
disasters, upgrading buildings, and preparing for future money with a publication, not help you
disasters. Online discussion boards: advantages: lots of people can give
5 They usually feel bad and may donate money, clothes, advice; disadvantages: you might get some unkind advice
or food.
t Exercise 9 WHAT’S YOUR ANGLE? 1 Put students in pairs or small groups to discuss the
Have students read the sentence starters and use their ideas question for each topic.
from Exercise 8 to complete them. Circulate to help with 2 Tally the students’ thoughts on the board to see which of
vocabulary and structure as needed. the people or locations are most popular or common for
each topic.
Answers
Students’ answers will vary. Sample answers include: Answers
1 … people, animals, and buildings from natural disasters Students’ answers will vary. Sample answers include:
wherever possible. To get advice on money we think you need to talk to a
2 … people in poor or Third World countries where there hasn’t professional adviser because everyone thinks they know a lot
been the money to add protection to the buildings and put about this, but many people make mistakes with their money.
emergency procedures in place.
3 … health and financial emergencies.
4 … earthquakes, hurricanes and other natural disasters, and Exercise 3 INTEGRATE
the possible damage they might cause. 1 Review how to summarize. Remind students that they
5 … we hear that a natural disaster is coming. have to put the ideas into their own words, so students

4511179_WA_TG4.indb 70 5/10/19 12:30 PM

should avoid using the words in the text. Suggest that disagree, tell them to go back to the text to find evidence
they read the problem and then close their books before for their answers.
summarizing it in their own words. Have them do the 3 Have volunteers share their sentences. Ask students to say
same with the advice. what they notice about the punctuation used in
2 Have students complete the exercise independently. each case.
Answers
summaries and their lists.
1-e Anna can’t sleep, although she is very tired.
4 Have volunteers write their summaries on the board while 2-c The advice will help Ana as well as help other people.
others write their lists. Then have other students critique 3-d The advice will help Ana organize in addition to helping
or edit the summaries and lists on the board. her relax.
4-f It is going to be hard work, but she will be able to do it.
Answers 5-b Ana doesn’t have to do everything. Besides there might be
Students’ answers will vary. Sample answers include: someone else better.
Problem: I’m too busy, and I feel terrible. 6-a Ana needs to move her things; however, a group of people
Advice: might be better.
1 Change the way you think about time.
2 Make time to write a list of things you have to do.
3 Read through the list, and congratulate yourself about the Exercise 5 APPLY
good things in it. 1 Tell students to refer back to the Writing Skill box and the
4 Add A, B, or C next to each thing on the list to show how answers in Exercise 4 if they need help with the grammar
important it is. and punctuation.
5 Do the things on the list, starting with the ones marked A.
Writing Skill choices.
Using addition and contrast linking words 4 Call on volunteers to write their sentences on the board
GO ONLINE so you can go over the punctuation and grammar as
1 Elicit from students all the addition and contrast linking a class.
words and phrases they already know. Write the words
Answers
and phrases on the board. 1 He advised me to stop. However, I didn’t want to.
2 Have students read the information in the Writing Skill 2 I need help with the project as well as with my assignment.
box. Ask students to compare the words and phrases in 3 You shouldn’t try to do everything, although you should try to
the box with the ones written on the board. Add any new do as much as you can.
words to the board. 4 You don’t have to offer to help. Besides, they may not want
any help.
Extra Practice 5 It will be difficult, but that shouldn’t stop you from trying.
1 Play a chain game with the linking words and phrases. 6 In addition to working very well together, they gave an
Put students in groups of six or seven, and have them sit amazing presentation.
in circles. Tell students you will write a sentence on the
board and they are to go around their groups adding Exercise 6 VOCABULARY
new ideas that can be linked by either addition or
1 Direct students to read the two lists of words and check
contrast linking words. Tell them the goal is to use all the
that they know them all.
words written on the board from Exercise 3.
2 Write the following statement on the board: 2 Have students complete the exercise independently. Tell
I think we should go away to the mountains for the long students if they find more than one answer, to write them
weekend. both down. Also, point out that means some letters can
3 Have groups play the game. Then have them share their be used more than once.
final sentences with the other groups. 3 Put students in pairs or small groups to compare answers.
4 After they have shared, have the groups try to recreate 4 Go over the answers as a class.
their sentences and write them down either on
the board to share with the others or, if there isn’t Answers
enough room on the board, on paper to post around 1 g 3 h 5 a / f 7 a 9 f 11 b
2 g / i 4 c 6 j 8 k 10 l 12 e
the room.
5 Give groups time to walk around and read each other’s
set of sentences. Direct them to note if any don’t sound Oxford 3000 words
right. Circulate to see if any of the linking words need amazing awful delighted
editing. huge tiny essential
extraordinary terrible ridiculous
Exercise 4 IDENTIFY
1 Have students scan the text to find the ideas and then
complete the exercise independently.
2 Put students in pairs to take turns reading their completed
sentences to each other to compare their answers. If they
Level 4 Unit 5 71
4511179_WA_TG4.indb 71 5/10/19 12:30 PM

Grammar in Context Answers
Intensifiers to the highest degree: absolutely
to a high degree: extremely, really, very
GO ONLINE
to some degree: fairly
1 Write happy on the board. Ask students what words they to a low degree: a little
can put in front of happy to qualify it, or project Internet to a very low degree: hardly
photos of people looking a little to a lot happy. Write the
intensifiers students call out on the board.
Exercise 9 PREPARE
2 Ask students what kind of word happy is and what kind of
1 Direct students to look at the photo on the right side of
words the intensifiers they called out are.
the page. Ask students to say what they see happening.
3 Direct students to read the information in the Elicit that one woman is getting advice from another. Ask
Grammar in Context box. Elicit from students other which woman is which.
ungradable adjectives such as tiny, huge, excellent, furious,
2 Direct students to read the problems in the boxes
freezing, etc.
independently. Ask if any of problems are ones that they
4 For additional practice, see Grammar focus on page 163 in have personal experience with. Point out that if none of
the Student Book. these problems are ones they’d like to give advice on, they
Extra Practice can make up one of their own.
1 Direct students to find three photos online (which they 3 Have students work independently to choose their
can either print or show on their phones) that they can problem and brainstorm or freewrite about the advice
use as inspiration for sentences using adjectives and they’d give on the problem.
intensifiers. The photos can show anything from a 4 Put students in pairs to share their ideas about advice for
traffic-congested highway to a wild elephant drinking at the problem they chose or made up.
a peaceful watering hole.
2 Put students in pairs or small groups to show each Exercise 10 WRITE
other their photos and to make as many sentences with Direct students to write their advice responses
adjectives and intensifiers as they can. Have them list independently while you circulate to offer assistance
their sentences on a piece of paper. Circulate to help with vocabulary, paragraph structure, and adjectives plus
with appropriate adjectives and intensifiers as needed. intensifiers as needed.
3 Have volunteers hold up their photos or their phones,
and have others in the class make up sentences to Exercise 11 IMPROVE
compare with the ones they originally wrote. 1 Have students read the bulleted checklist. Explain that
they are going to use the checklist to review another
Exercise 7 EXPAND student’s paper.
1 Have students work independently to complete the 2 Put students in pairs. Have them exchange papers. Tell
exercise. them to read each other’s papers all the way through
2 Put students in pairs or small groups to compare answers. before reviewing for the checklist items.
3 Call on individuals to read their adverb + adjective pairs 3 Allow time for partners to explain their feedback to
aloud. each other.
Answers 4 Allow time for your students to revise their essays
according to the feedback they received.
Adverb Gradable Ungradable
Answers
adjective adjective
absolutely exhausted I really like your advice on this problem. I especially like the idea
extremely pleased of apologizing to your friend. However, I think you could add
a couple more ideas in case that one doesn’t work. Also, this
a little difficult
adjective could use an intensifier.
absolutely essential
really good t Exercise 12 WHAT’S YOUR ANGLE?
very important 1 Divide the class in half. Have half the students thumbtack
fairly important their advice texts to the walls or tape them to the board
hardly important and stand next to them.
absolutely amazing 2 Have the other half walk around the room reading the
texts and comment to the authors’ about their advice.
really tired
3 Have the groups switch roles and repeat the activity.
absolutely awful
4 Alternatively, if you have an LMS, have students post their
advice texts on a discussion board and instruct students to
Exercise 8 ASSESS comment on a select number of them, e.g., three or four.
before going over the answers as a class.

4511179_WA_TG4.indb 72 5/10/19 12:30 PM

4 Have students read the next two parts of the information
in the Real-World English information box. Ask if there are
Lesson 5.4 What’s the Problem? any modals there that are not on the board.
Student Book pages 60 – 61 5 Have students read the remaining information in the
box. Then read all the examples aloud, modeling the
Exercise 1 ACTIVATE intonation of the more polite versus the more informal
1 Direct students’ attention to the video stills. Put them in ways of asking for and giving advice. Have students repeat
pairs or small groups to describe what they see. after you.
2 Have students discuss the questions with their partners.
Extra Practice
3 Call on volunteers to share their ideas with the class. 1 Have students think about two problems they would like
to ask advice about: one from a friend and one in a more
Answers
Students’ answers will vary. Sample answers include: formal context. Tell students to write the two problems
Kevin is out in bad weather. on a piece of paper while you circulate to help with ideas
It looks like Kevin needs Andy and Max to help him. and vocabulary.
2 Put students in pairs to write four dialogues of four
lines, one for each of their situations. Put the following
r Exercise 2 IDENTIFY structure on the board for the students to follow:
1 Put students in pairs. Play the first part of the video. Then A: Give background information and ask for advice
have pairs answer the questions. B: Ask for more information about the problem
2 Go over answers as a class. Ask students if this or A: Answer B’s question
something like this has ever happened to them and, if so, B: Give advice
what they did about it. 3 Circulate to check students’ dialogues and help with
ideas, vocabulary, and structure.
Answers
4 Have pairs choose one favorite dialogue for an informal
1 Kevin left all his things (keys, etc.) in his coat on the bus.
2 Andy feels bad for Kevin and says Kevin can come over.
situation and one for a more formal situation and
practice them.
r English For Real Video Unit 5 5 Have volunteers perform their dialogues for the class.
Have the class decide if they are formal or informal
r Exercise 3 ANALYZE situations. Then see if anyone else has any advice to
1 Have students read the list of options. Tell them to think volunteer.
about which ones they are likely to see on the video.
2 Direct students to complete the activity while watching
the video. Play the second part of the video. Focus: Working in partners, students practice connecting
speech with words ending in /t/ or /d/.
3 Give students a minute to check their choice. Then put
them in pairs or small groups to compare answers. Tell Grouping Strategy: Pairs
students to discuss their opinions of Max’s first thoughts Activity Time: 20 minutes
and then his change of mind. Ready,
4 To go over the answers as a class, replay the video. Tell 1 Find a listening on an interesting topic from the
students to raise their hands when they see the next thing Internet, or choose a listening from the student book.
happen. Stop the video and have volunteers call out the 2 Isolate a three- to five-sentence segment of the
correct letter. listening that contains examples of connecting speech
Answers with words ending in /t/ and /d/.
b d e 3 Prepare a transcript of the listening.
4 Identify and mark all the instances of linking.
r English For Real Video Unit 5 5 Replace all the linked words with blanks. For instance,
in the case of the linked words, want time, they would
Real-World English be removed and replaced with two blanks, __________
Asking for and giving advice __________.
1 Ask the students who asked for advice in the video. Ask 6 Prepare copies of the gapped text for each student.
if they remember how he did it, and write whatever
Set …
students produce on the board.
1 Put the students into pairs.
2 Direct students to read the through the first example in
the box. Ask students what the background information in 2 Give each student a copy of the gapped text.
this example is (The problem is…). 3 Explain that they will hear a recording. They should
3 Elicit the advice giving modal verbs already studied in this write the words that they hear. Make clear that each
unit, and write them on the board (should, ought to, had line will hold two or more words. Point out the number
better). Ask students if they know of any others, eliciting at the end of each line and tell them that this number
suggestions. Write them on the board. shows them how many words to write on each line.
Level 4 Unit 5 73
4511179_WA_TG4.indb 73 5/10/19 12:30 PM

Go! 3 Play the video while students take notes. If needed, replay
the video. For some classes, you may want to stop and
1 Play the recording.
start to give students time to complete their charts.
2 Have students compare their answers with their
partners.
answers.
3 Play the recording again.
5 Have volunteers call out their answers.
4 Play the recording a third time.
5 Check the answers as a class. Answers
1 should I 3 you should 5 I’d
6 Play the recording a final time. Have students focus on
2 Should I 4 would you 6 You’d better
listening for the word connections with words ending
in /t/ and /d/. Audio script
Keep Going! e CD 2, Track 8
1 Have the students take turns reading the text aloud to 1 Andy: What should I do?
their partner. Tell the partners to note down where they 2 Andy: Should I invite him to stay?
hear the word connections made correctly and where 3 Max: I think you should call Phil.
4 Andy: What would you do if you were me?
they don’t. Encourage the partners to provide feedback 5 Max: … [of course] I'd invite him.
on each of the word connections. 6 Max: You'd better call Phil.
r Exercise 4 ANALYZE t Exercise 6 WHAT’S YOUR ANGLE?

1 Remind students to watch and listen for Max’s 1 Give students a moment to think about a time when they
suggestions. were in a similar situation as Andy’s.
2 Play the video. 2 Put students in pairs or small groups to share their
memories of their experiences and what they did do or
what they would do if they were Andy.
Answers
Answers
1 Call Phil (and ask if Kevin could stay with him). He says, “I think
you should call Phil.”
Once my cousin wanted to stay on our living room couch. It was
2 Not happily—Kevin is an old friend, and he feels bad.
during finals week, and my roommates weren’t happy about
3 Kevin is never quiet (so it will be difficult to study with him
this at all because they used the living room a lot for studying. I
there).
finally asked if he could come another time.
4 He says, “You’d better call Phil.” It sounds stronger, more
forceful / urgent.
Exercise 7 INTERACT
Video Script 1 Put students in pairs to complete the exercise while you
r English for Real Video Unit 5 circulate to help with vocabulary and phrasing.
Scene 1 2 Have volunteers perform their role-plays for the class.
Kevin Hey Andy?
Andy Hey Kevin … what’s up? Answers
Kevin Andy, uh, there’s a storm coming, and I’m in a bit of trouble. Students’ answers will vary. Sample answers include:
Andy Oh no! What happened?
A: Why are you looking so sad?
Kevin I left my coat on the bus and everything’s in it. My keys, my
ID, credit card… I just have my phone! B: Well, I just had a terrible argument with one of my best friends
Andy Oh no… that’s awful. Where are you? and I don’t know what to do.
Kevin The bus stop. Could I come over? A: What was the argument about?
Andy Uh… sure. See you. B: Well, she wanted to stay in my apartment for the summer,
Scene 2 but my roommates aren’t happy about that so I told her she
Max Was that Kevin? couldn’t. What do you think I should do?
Andy Yeah. He left his coat and keys on the bus… unbelievable! A: Well, I think you made the right decision. However, If I were
Max Oh no! What’s he going to do? you, I’d let her know that it wasn’t your decision.
Andy He’s coming over. What should I do? Should I invite him to
stay?
Max Well, I have to study! I think you should call Phil. Exercise 8 PREPARE
Andy But he’s one of my oldest friends. What would you do if you
1 Have students read the problem. Ask if this has happened
were me?
Max Well, of course I’d invite him. But Kevin's never quiet. You’d to anyone.
better call Phil. Please. 2 Put students in pairs to talk about the situation and to
Andy Hey, Kevin … come on in and get warm. come up with as many different types of advice as they
Kevin Hi, Andy…
can think of.
Max Kevin! Oh no, please. Come on, take my room. I’ll be up late
studying anyway. 3 Have volunteers share their advice with the class. Write
the different kinds of advice on the board, and then take a
e Exercise 5 IDENTIFY vote to see which one is the most popular.
1 Look at the chart with students. Confirm that they
understand how to complete it.
2 Let students know you will play the video more than once
if needed.

4511179_WA_TG4.indb 74 5/10/19 12:30 PM

Answers 3 To go over the answers, replay the audio, having students
Students’ answers will vary. Sample answers include: raise their hands when they hear the answer on the audio.
Say no because your friend didn’t pay you back before. Stop the audio, and have volunteers share their answers.
Just say you don’t have enough money.
Ask what it is for and then decide. Answers
1 for changing a bicycle tire
2 a flat tire / he’s on his own / he doesn’t know how to change a
Exercise 9 INTERACT tire / he has a meeting with his boss at 9 / his phone battery is
Put students in new pairs to role-play the situation. running out
Answers Audio Script

Students’ answers will vary. Sample answers include: e CD 2, Track 9
A: Hi. You don’t look too happy. What’s up? Dan Hello, Rachel, is that you?
B: Well, I have this friend who needs some money. Rachel Yes. Hey, Dan, are you OK? You sound upset!
A: Oh? How much? Dan No, I’m not OK… I’m on University Street on my bike, ten
B: Well, it’s only $30. It’s not that much. But the problem is that kilometers from work… I got a flat tire! I don’t know what to
he’s always asking me for money, and sometimes he doesn’t do. There’s nobody around to help and I don’t know how to
pay it back. What do you think I should do? change the tire! I have a meeting with the boss at nine!
A: Well, how much does he owe you at the moment? Rachel OK, OK, don’t panic! It’s easy to change it. Do you have a
B: Only $20. spare tube and a tool kit?
Dan Yes, in my bag…but I’ve never done it before…and my
A: Hmm. Well, if I were you, I’d tell him that you don’t have
phone battery is running out!
enough money to lend him this time around because he still Rachel Right, I’ll tell you what to do quickly. OK, first of all, …
owes you $20 from last month.
B: Really? OK. I’ll do that. Exercise 3 ASSESS
1 Ask students if they ride bikes and how many of them
Exercise 10 ASSESS have changed a bike tire. Also ask what they would do if
Direct students to think about the question. Circulate to they didn’t know how to change a tire but needed to.
have students share their thoughts with you. 2 Put students in pairs to complete the exercise. Don’t go
over the answers until after Exercise 4.
1 Put students back in the same pairs as Exercise 9. Direct e Exercise 4 IDENTIFY
them to discuss their role-plays and say whether they will 1 Direct students to listen for the order of instructions for
follow the advice or not. changing a bicycle tire.
2 Have them read the new situation. Tell them to change 2 Play the audio all the way through.
roles and perform the role-play with this new situation. 3 Ask students if their order is the same as the one on the
3 Have volunteer pairs perform their role-plays for the class. audio.
Answers 4 To go over the answers, replay the audio, having students
Students’ answers will vary. Sample answers include: raise their hands each time they hear a new step
A: Hi there. How’s it going? mentioned. Stop the audio, and have students say which
B: It’s going ok, but I have a problem. Can I ask you for advice? … step they just heard. Then continue.
Answers
4 new tube in and tire on 6 wheel back on bike
5 air in new tire 2 wheel off bike
Lesson 5.5 Don’t Panic 1 bike upside down 3 tube and tire off wheel
Student Book page 62 Audio Script

Exercise 1 ACTIVATE e CD 2, Track 10
Rachel … OK, first of all, you have to take off the wheel. Is it the
1 Have students read the problems and then the list of front or back?
places to go for help. Dan The front.
2 Put students in pairs or small groups to complete the Rachel Good! That’s easier. So, first, turn the bike upside down.
After that, turn the levers and take the wheel off. Then
exercise.
take the tire and the tube off. To do this, get out the little
3 Have volunteers share their ideas with the class. metal tools from the tool bag and use them to help—push
them around the outside edge… After that, you’re going
Answers to put the new tube in and put the tire back on. It’s hard
Students’ answers will vary. Sample answers include: work, but if you keep trying, you can do it. Use your hands
I’d probably watch an online video about how to rescue a phone and really push! Then you can use the pump to fill the new
from water. tire. And, finally, put the wheel back on, the opposite way
from how you took it off. Look, you try, and in … let’s say,
20 minutes, I’ll call you to check on you. Or you can call me
e Exercise 2 IDENTIFY if you get stuck. OK?
1 Have students read the two questions. Dan Right, OK…
Rachel Don’t panic, you can do it! Just remember the steps—turn
2 Play the audio, and then put students in pairs to answer the bike upside down, take the wheel off, take the tire off,
the questions. change the tube, fill the tire, put the wheel back on. It’s
not hard at all.
Level 4 Unit 5 75
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Speaking with vowel starting words that follow, and some with
consonants.
Giving practical instructions
4 Have pairs practice pronouncing their phrases with the
GO ONLINE
correct pronunciation with the connected /t/ and /d/
1 Ask students to say where you can find unclear directions sounds.
(e.g., technical manuals or electrical equipment manuals).
2 Ask students what makes instructions easy to follow in More to Say…
their opinion. Write their ideas on the board. Focus: Working in partners, students practice connecting
3 Direct students to read the information in the Speaking speech with words ending in /t/ or /d/.
box independently. Grouping Strategy: Pairs
4 Read the signposting phrases in the Speaking box, and Activity Time: 20 minutes
have students repeat after you with correct intonation.
Ready,
Then read the last example of face-to-face instruction
giving. 1 Find a listening on an interesting topic from the
internet, or choose a listening from the student book.
Extra Practice 2 Isolate a three- to five-sentence segment of the
1 Ask students to think of something they know how to listening that contains examples of connecting speech
do that others may not. Have them create a list of steps with words ending in /t/ and /d/.
in note form for their instructions but to not put on the
3 Prepare a transcript of the listening.
paper what the instructions are for.
2 Put students in pairs to use their notes to give each 4 Identify and mark all the instances of linking.
other instructions. Tell the partners to guess what the 5 Replace all the linked words with blanks. For instance,
instructions are for. in the case of the linked words, want time, they would
3 Ask partners to rate their partners’ instructions in terms be removed and replaced with two blanks, __________
of how practical and easy to follow they were with 1 __________.
being not easy to follow and 5 being very easy to follow. 6 Prepare copies of the gapped text for each student.
4 Have partners tell each other their rating. Tell them to Set …
give their partners suggestions about how to improve
1 Put the students into pairs.
their instructions.
2 Give each student a copy of the gapped text.
e Exercise 5 IDENTIFY 3 Explain that they will hear a recording. They should
1 Have students read the sentences and think about what write the words that they hear. Make clear that each
verbs and sequencing expressions might complete the line will hold two or more words. Point out the number
sentences. at the end of each line and tell them that this number
2 Tell students they are going to listen to instruction shows them how many words to write on each line.
extracts. Play the audio while students complete the Go!
sentences. 1 Play the recording.
3 Put students in pairs to compare answers. 2 Have students compare their answers with their
4 To go over the answers, replay the audio, and have partners.
students stop the audio when they hear an answer. Call 3 Play the recording again.
on volunteers to say the answers. 4 Play the recording a third time.
Answers 5 Check the answers as a class.
1 first, turn 3 Then take 6 Play the recording a final time. Have students focus on
2 After that, turn 4 finally, put listening for the word connections with words ending
in /t/ and /d/.
Audio Script
Keep Going!
e CD 2, Track 11 1 Have the students take turns reading the text aloud to
1 So, first, turn the bike upside down.
2 After that, turn the levers. their partner. Tell the partners to note down where they
3 Then take the tire and the tube off. hear the word connections made correctly and where
4 And, finally, put the wheel back on. they don’t. Encourage the partners to provide feedback
on each of the word connections.
Pronunciation Skill
Connected speech with words ending in /t/ or /d/ e Exercise 6 INTEGRATE
GO ONLINE 1 Have students complete the first part of the exercise
1 Have students read the information in the Pronunciation independently.
Skill box. 2 Put students in pairs to show each other the places where
2 Read the examples, and have students repeat after you, they anticipate connected speech and to take turns
focusing on the connection of the sounds between the saying the sentences to one another with the connected
words. speech.
3 Direct students to think of more words that end in /t/ 3 Play the audio and have students check their answers.
or /d/. Put them in pairs to make a list of words some

4511179_WA_TG4.indb 76 5/10/19 12:30 PM

4 To go over the answers, replay the audio, stopping after 3 Have pairs from Exercise 8 take turns giving each other
each sentence to have students repeat using connected their instructions. Remind partners that when they are
speech. listening, they should think of questions they might have
and make notes on the checklist items.
Answers
4 Have listening partners give their partners their feedback.
1 … turn the bike upsi(de) down.
2 After tha(t), turn the levers …
3 Then take the tire an(d) the tube off.
4 … you’re going to pu(t) the new tube in … 1 Put students in groups of five or six.
5 … it’s har(d) work, bu(t) if you keep trying … 2 Have students take turns giving their instructions to the
6 An(d), finally, pu(t) the wheel back on … their group. Circulate between the groups to make sure
7 … the opposi (te) way from how you took i(t) off. students give each other feedback.
8 … call me if you ge(t) stuck …
Audio Script
1 Keep students in their same groups. Have students think
e CD 2, Track 12 about all the sets of instructions they heard and to choose
something they hadn’t known before.
e Exercise 7 IDENTIFY 2 Direct students to share their thoughts. Remind them to
1 Have students read the summary first and think about say why the instructions they chose will be useful
what words might complete the sentences. for them.
2 Play the audio, and have students complete the sentences
independently. Answers
3 Put students in pairs or small groups to compare
The most useful instructions for me were the ones on how to
their notes. make a microwave mug cake. That sounded really easy and fast
4 Have students mark the words they think will have to do, and I’m sure I’ll give it a try.
connected sounds in them.
5 To go over the answers, replay the audio, having students
raise their hands every time they hear connected speech,
and stopping the audio to go over what they heard.
6 Replay the audio stopping after each sentence to have
students repeat each line with the correct connected
speech.
Answers
Missing words:
1 turn 3 take 5 fill
2 take 4 change 6 put
Words ending in /t/ and /d/:
Don(‘t) panic
Jus(t) remember
upsi(de) down
pu(t) the
no(t) har(d) at all.
Audio Script
e CD 2, Track 13
Don’t panic, you can do it! Just remember the steps—turn the bike
upside down, take the wheel off, take the tire off, change the tube,
fill the tire, put the wheel back on. It’s not hard at all.
Exercise 8 PREPARE
Put students in pairs to complete the activity. Circulate to
help with vocabulary, structure, and connected speech.
Exercise 9 IMPROVE
1 Review with the students good delivery tips, e.g., have
notes on notecards, always look up at your audience while
you are talking, if you need to refer to your notes, stop talking,
look at your notes, look up and start talking again, talk to the
person at the back of the room, speak loudly and clearly.
2 Go over the checklist with the students. Elicit from them
the signposts they might use.
Level 4 Unit 5 77
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4 Ask students to write a “quote” about survival in difficult
times for themselves. Monitor and help with vocabulary.
Unit 5 Review 5 Have them share their quotes with a partner. Then call on
Student Book page 151 volunteers to say their quotes for the class.
Vocabulary the podcast and add their comments to the discussion
Exercise 1 board.
Answers Zoom In
Matching
1 a 3 b 5 d 7 e
Exercise 7
2 c 4 f 6 g 1 For Task 1, instruct students to take a few minutes to
think about important advice they’ve received over the
Students’ answers will vary for the additional nouns. years. Have them make some notes on the advice and
the person who gave it to them. Then put students in
Exercise 2 pairs or small groups to take turns sharing the advice
they got. Remind students to first give some background
Answers information telling why they got that advice at that
1 prepare 3 affect 5 react particular time. Also, after they share the advice, tell
2 protect 4 forecast them to explain why the advice was particularly important
GO ONLINE Encourage students to go online to play the to them.
vocabulary game. 3 Have students complete Task 2 independently while you
circulate to help with vocabulary as needed.
Grammar 4 Conduct Task 3 as a walk-around activity. Have students
Exercise 3 Tell them to tell each new partner about their photo.
Answers Explain that they can improve on their description if they
1 c 3 a hear something from another student that they can use.
2 d 4 b Call time after ten minutes or after each student has talked
to several partners.
Exercise 4 Answers
Answers 1 My mom gave me important advice when I was younger. She
1 have to / must 3 can’t said, “You don’t have to have friends in this life, but they make
2 must / have to 4 don’t have to it better.”
2 Here is what to do in an everyday disaster. First, remember to
Exercise 5 stay calm. Second, …
3 This is a photo of the destruction caused by wildfires in
Answers Colorado. You can see the damage …
1 absolutely awful
2 a little / really / extremely afraid
Exercise 8
3 absolutely freezing 1 Tell students to think about how they did on each of the
4 hardly / fairly / really / extremely important tasks in Exercise 7 and to check the appropriate box.
5 absolutely exhausted 2 Remind them that they can review the online activities for
6 a little / fairly / really small any skills they need more practice with.
Answers
grammar reference and information and to play the Students’ answers will vary.
grammar game.
Discussion Point
1 Draw students’ attention to the quote. Elicit from students
who Martin Luther King, Jr. is. Ask students if they know
when he lived and what movement he was the leader of.
groups to answer the questions about survival and discuss
the meaning of the quote. Tell students to give examples
to illustrate their points.

4511179_WA_TG4.indb 78 5/10/19 12:30 PM

Wide Angle Teacher’s Guide Unit 6 Trends
Unit Overview 6.3 Quick Fixes
Listening Skill Previewing using images
Introduction to the unit Vocabulary Development Adverbs and phrases for emphasis
The title of this unit – Trends – summarizes the main Grammar in Context used to and be /get used to
themes: traditions that last versus fashions that may or Pronunciation Skill used to
may not last, the history of jeans, changing work patterns,
• Use images prior to listening to help with comprehension
trends in diet, asking for and giving opinions about
current trends, and talking about past habits. • Use adverbs and phrases for emphasis
In Lesson 6.1, the theme of trends is reflected in the • Use used to and be / get used to to talk about situations or
following activities: reading about the origin and regular actions in the past that don’t happen anymore
worldwide impact of the development of jeans,
vocabulary used to talk about fashion, and time
6.4 Your Honest Opinion
expressions used with the simple past and present Real-World English Asking for and giving opinions
perfect. In Lesson 6.2, new trends in the work world are • Decide how much information to give
focused on in exercises that include: note-taking while • Learn to be direct and indirect
listening to a lecture on changing work patterns, making • Practice using phrases to give opinions
predictions about key ideas about work, and talking about
current and possible future work trends. In Lesson 6.3, 6.5 Fashion Victim
students will reflect on trends in diet by reading about Speaking Talking about past habits
famous diets, listening to a podcast about diet and using Grammar in Context do for emphasis
adverbs and phrases for emphasis as well as the structures
• Learn to talk about past habits with used to
used to and be / get used to to talk about their own
opinions about diets. In Lesson 6.4, students will watch • Practice using past tenses to talk about specific examples
a video and then practice asking for and giving opinions • Use do for emphasis before simple present or did before
about some fashion choices. In the Real-World English simple past verbs
Strategies, teachers will help students use appropriate • Give a presentation on fashion or beauty trends
language to ask for and give opinions. Finally, in Lesson
6.5, the exercises summarize what students have learned Resources
about the theme of trends by having them listen to a talk Class Audio CD 2, Tracks 14–20
on fashion trends and practice presenting on fashion or
beauty trends they have followed. They will also practice
using appropriate grammar to talk about past habits and Oxford Readers Correlations
using do to add emphasis. Washington Square (9780194657433)
Assessments: Unit test, Progress test
Lessons Class video
6.1 Always in Fashion English For Real video
Reading Skill Using questions when reading Grammar focus
Grammar in Context Time expressions with the present Grammar PPTs
perfect and simple past Grammar Worksheets
• Use questions before, during, and after reading to help Oxford Reference Worksheets: upper/lower
focus on the topic and better comprehend the text Vocabulary cards
• Use adjectives to talk about fashion Newslea articles
• Use images to help comprehend when reading Word list
• Vocabulary: classic, loose, formal, tight (Oxford 3000)
6.2 Working Trends

Writing Skill Note-taking while listening
• Make notes while listening to help retrieve important
information later
• Vocabulary: workplace, pressure, household, pace, for the
benefit of, pension (Oxford 3000)
Level 4 Unit 6 79
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Unit Opener 3 For the first question, check students’ comprehension
of tradition and appeal. Ask students to talk about
traditions in their lives. For the second question, check
The unit opener photo shows a group of Gambian women students’ comprehension of the phrase reflect the times.
sitting near a market in traditional dress. The women are Ask students if any of the traditions they mentioned
wearing various colors, making the shot particularly striking. earlier have changed. For the third question, check
There is a young girl sitting among the women also in students’ comprehension of follow fashion. Have students
traditional clothing. The photograph relates to the unit look around the room to see if any of the students are
theme and subsequent exercises because it focuses on the particular followers of fashion.
choice people often have of tradition versus trends and
how, even now, certain traditions give people a sense of Answers
community and belonging. Students’ answers will vary. Sample answers include:
1 Tradition makes us feel comfortable. We all know it, and we all
Photographer know what to do and what to expect within it.
2 Some traditions add things from current times such as
Edu Bayer traditional weddings having current dance music.
Edu Bayer is a New York-based award-winning 3 People are generally convinced or persuaded to follow
documentary photographer. With more than 10 years of fashion by advertising media and social media. Also, they like
experience in several countries, he has worked for most to do the same things their friends are doing.
leading international outlets like The New York Times,
National Geographic, Time, The New Yorker, The Wall Street r Video Script
Journal, Newsweek, Aljazeera, El País Semanal, Foreign Policy,
This is a group of women sitting in the shade near the
Le Monde and The Guardian, among others. He is the
market in Farafenni, Gambia. I really liked the colorful clothes
recipient of accolades such as Picture of The Year, Pulitzer
people wore around there, particularly the women. They use
Prize Finalist, and Arts for Social Improvement La Caixa.
fabrics made of light cotton with patterns printed with many
Edu recently published the books Microcatalalunya about
colors, called Batiks. They are beautiful.
rural life, and Els fets de l’1 d’Octubre (the events of October
1) about the independence struggle in Catalonia.He has Traditions change and evolve for different reasons:
shown his photography in exhibits in New York, Berlin, economic, social, cultural or even political.
Budapest, Havana, Hong Kong, Valparaiso and Barcelona. This may be a result of progress in these societies, but it
Born in Barcelona, Edu studied Chemical Engineering and could also mean that places in the world are becoming
also holds a master’s degree from the Danish School of more alike. I find that the capitals of the world seem more
Media and Journalism. and more like one another because of globalization.
On the one hand, traditions help to define the identity of
individuals and societies, and maintain their history and
Unit Snapshot
culture. On the other hand, removing boundaries may help
1 For question 1, ask students how many pairs of jeans they to increase the global conversation.
own. Also have students glance around the room and
Beyond looking good, people want to express and
count the number of students wearing jeans.
communicate things with their clothing and the way they
2 For question 2, ask students how long a typical work week dress. For example, those who want to show they are bold,
is in their culture / country. curious and engaged with current trends might choose
3 For question 3, ask students what kinds of drink are to follow fashion. Different social groups have different
popular now that weren’t popular in another time, and clothing. People can use clothing to show that they belong
then ask what kind of drink might have been popular to a particular social group. They may also display their
in 1820. economic status by wearing expensive clothes.
Discussion Questions Exercise 1
1 Direct students’ attention to the questions below the 1 Direct students to read the five categories of areas of life in
picture. When you ask students to describe the image, which changes could happen.
provide words and phrases to help them as necessary, for 2 Put students in pairs to discuss their ideas. Remind
example, traditional clothing, colorful, patterns, solid colors, students to give reasons for their ideas. Ask students to
and head coverings. Ask specific questions about the also discuss what might be driving trends in these areas.
picture: Where are these women? Who are they? How do they
look? Why are they sitting down? Who might the child be? Answers
What do you think they are waiting for? Students’ answers will vary. Sample answers include:
2 Optionally, before asking students to answer the I think people will stop eating meat in the future because it takes
discussion questions, show the photographer video up too many valuable resources compared to vegetables.
where Edu Bayer answers these questions from his
perspective. Play the video for students as many times Exercise 2
as needed to check comprehension and discuss any 1 Read question 2 aloud. Put pairs together with other pairs
vocabulary items. to share their ideas and choose the most likely trend per
category.

4511179_WA_TG4.indb 80 5/10/19 12:30 PM

2 Have combined pairs share their ideas with the class. Write Extra Practice
their most likely trend on the board. Have the class vote 1 Bring to class or project from the Internet a text on
to see which one they think is the most likely to happen. If something thematically related to the unit topic, e.g.,
you have two that are very close, you might want to have trends in food, going out, technology, dating, etc.
students divide into groups according to the trend they 2 Write the two “before you read” questions from the
voted for and prepare with their groups to debate the Reading Skill box on the board.
need and value of the trend they voted for. 3 Have students read the title and the introduction. Put
students in pairs to ask and answer the questions on the
Real-World Goal board.
By the end of this unit, students will be able to read a fashion 4 Then write the six questions (Who? What? Where? When?
blog because they will have acquired useful vocabulary to Why? How?) on the board. Have students make questions
talk about fashion; practiced asking pre-, during, and from them based on what they’ve read so far.
post-reading questions and practiced using visual 5 Tell students to read the remainder of the reading. Have
information to help with comprehension. them notice which of the questions they asked prior to
reading were answered.
6 Put students back in their pairs to discuss which of their
questions were answered and how asking the questions
Lesson 6.1 Always in Fashion in advance of reading helped to guide them through
Student Book pages 64 – 66 the text. Point out that asking questions that weren’t
answered is also useful because it helps readers to see
Exercise 1 ACTIVATE what the main points of the text are and are not.
1 First, direct students’ attention to the title of the lesson, and
ask if they or someone they know is a follower of fashion or
Exercise 2 IDENTIFY
very fashion conscious. Have volunteers share their ideas. Direct students to read the discussion questions. Put them in
Ask students what they think the lesson will be about. pairs to discuss the questions.
2 Direct students to read the questions. Give students a Answers
moment to think about their answers independently. Students’ answers will vary. Sample answers include:
3 Put students into pairs to discuss the questions. Tell them 1 We think it’s from an encyclopedia.
to take turns telling each other what they think and asking 2 We see clothes, famous people, jeans styles, a movie poster,
each other questions about their ideas. an ad.
3 I know that jeans are popular all over the world and that they
Answers have been for a long time …
1 My favorite piece of clothing is a pale blue scarf. I wear it
almost all the time!
Exercise 3 ASSESS
2 A very close friend gave it to me. She brought it back from a 1 Have students cover up the text below the introduction.
trip she went on to Italy. Then have them read the introduction and write down
3 I wear it to keep me warm all winter, but also it goes with their three questions independently.
almost all of my clothing because it is pale blue. 2 Have volunteers call out their questions while you write
4 I feel very comfortable. I don’t wear it when I want to get them on the board.
dressed up, it’s just for when I’m feeling casual.
Reading Skill: Exercise 4 IDENTIFY OXFORD REFERENCE
Using questions when reading 1 Have students read the remainder of the text
GO ONLINE
independently.
1 Elicit from students the questions most readings will 2 Put students in pairs or small groups to discuss which
answer, i.e., who, what, where, when, why, and how. Write questions they wrote down and from the board were
them on the board. answered.
2 Have students read the first paragraph in the Reading Exercise 5 INTEGRATE
Skill box. Check students’ comprehension of source, genre,
1 Direct students to write the question for each answer
and activate. Ask students to say what different types of
independently. Suggest that they scan by looking for the
sources the reading might come from and the different
key word in the answer.
types of genres they’ve been reading.
3 Remind students that the introduction tells the reader what
questions.
will be covered or answered in the reading. Have students
read the remaining information in the Reading Skill box. 3 Have volunteers call out their questions while you write
them on the board.
4 Ask students how much of readings for school they
remember after they close the book or put the reading
away. Explain that if they review the questions at the
bottom of the Reading Skill box without looking at the
text, it will help them to know how well they read and
comprehended the text.
Level 4 Unit 6 81
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Answers Answers
Students’ answers will vary. Sample answers include: Labels
1 What have jeans helped to spread? 1 heel 4 leg
2 Where was Levi Strauss’s family store? 2 collar 5 top
3 Why did Levi Strauss dye the material blue? 3 pants 6 sleeve
4 Why did Jacob Davis add metal rivets? Questions
5 What led to jeans becoming fashionable? 1 heels: classic / trendy, unfashionable / stylish
6 Where are jeans worn now? collar: classic / trendy, unfashionable / stylish, tight / loose
7 Where are jeans mainly made now? pants: classic / trendy, unfashionable / stylish, tight / loose,
casual / formal
leg: tight / loose, classic / trendy, unfashionable / stylish
Exercise 6 EXPAND top: classic / trendy, unfashionable / stylish, tight / loose,
1 Put students into pairs to write three more questions. casual / formal
Circulate to help with vocabulary and structure sleeve: tight / loose, classic / trendy, unfashionable / stylish
as needed. 2 Students’ answers will vary. Sample answers include:
2 As pairs finish, have them exchange questions with I prefer wearing tight jeans and loose tops.
another pair to answer them. Tell them to give the papers
back to the original pair when they are finished to see if Grammar in Context
they each got the answers they’d expected. Time expressions with the present perfect and simple past
Answers GO ONLINE
Students’ answers will vary. Sample answers include: 1 Elicit from students common time expressions to use
How were the pants being worn by the parents of young people with the present perfect, e.g., since yesterday, for months,
in the 1950s different from jeans? in the last few days, etc. Write these on the board under
In 1986, how often were a pair of jeans purchased?
the heading Present perfect. Then do the same with
What did Levi Strauss decide to make the first jeans out of?
time expressions for the simple past, e.g., five years ago,
yesterday, last month, etc. Write these on the board under
Exercise 7 VOCABULARY the heading Simple past.
1 Have students complete the exercise independently. 2 Have students look at the two lists on the board and say
2 Go over the answers as a class. Have volunteers make how they are different, eliciting that one is unfinished or
sentences with the Oxford 3000 words. an unspecified time while the other shows completion.
3 Direct students to read the information in the Grammar in
Answers
Context box.
casual / formal
classic / trendy 4 If students started a tenses or verb forms notebook in
unfashionable / stylish Unit 1, have them add this information to it.
tight / loose 5 For additional practice, see Grammar focus on page 164 in
the Student Book.
Oxford 3000 words Extra Practice
classic loose formal tight 1 Put students in pairs or small groups to make four
questions in the present perfect or simple past with the
Exercise 8 IDENTIFY time phrases listed on the board or in the Grammar in
1 Have students predict which adjectives from Exercise 7 Context box or other variations of these such as How many
might be in the text before scanning to find them. pairs of jeans have you bought over the past two years?
2 Remind students that scanning is a fast-reading activity. or What were you wearing yesterday? Tell them to make
Direct them to choose a word and scan for it in the text, questions about things they could ask another student.
underlining it when they find it. Tell students to do this Circulate to help with vocabulary and structure as needed.
quickly and to raise their hand when they complete 2 Combine pairs to take turns asking and answering each
the task. other’s questions.
3 To go over the answers as a class, have volunteers call out 3 Ask volunteers to share anything interesting about their
their answers. classmates that they learned.
Answers Exercise 10 IDENTIFY

tight, unfashionable, loose, casual, stylish 1 Have students write true or false next to each sentence
independently. Then direct students to underline or
Exercise 9 INTEGRATE somehow mark the sentences in the text that help them
1 Have students label the pictures individually. complete the exercise.
2 Put students in pairs to compare their labels and answer 2 Put students in pairs to compare answers and show each
the questions. other the evidence for their answers in the text.
3 Go over the answers as a class. 3 Go over answers as a class by having volunteers call out
their sentences, saying whether they are true or false and
then reading the sentences that they used as evidence.
If desired, have students change the false sentences to
make them true.
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Answers 3 Tell students to look at their answers to see if there is
1 false (they have been fashionable for more than 50 years …) anything they want to add to them.
2 false (Later, he changed the material to denim … ) 4 Ask volunteers to call out their answers to questions.
3 false (the unfashionable loose pants that their parents wore
then … ) Answers
4 true (In 1986, Life magazine reported that thirteen pairs … ) Students’ answers will vary. Sample answers include:
5 true (Since its small beginnings, the jeans industry has grown 1 Are people working more hours than they did back in
to be now worth more than $700 billion … ) the 1970s?
2 Several aspects of the research on work habits in the
United States
Exercise 11 APPLY
1 Remind students to keep an eye out for time phrases Video Script
because they indicate what tense to put the verb in. Have r Lecture: Work Habits 1
students complete the exercise independently. OK. Let’s get started. So we’re talking about work today. There’s been
2 Have students compare their answers in pairs or small a great deal of research about how people in the U.S. work and how
groups by taking turns reading the sentences to each they think about their work. And one big question many researchers
have is, “Are people working more hours than they did back in the
other. Go over the answers as a class.
1970s?” Or now that we have all these time-saving technologies …
Answers like computers, cell phones, fax machines, are people in the U.S.
working fewer hours? That’s the question for the researchers, and
1 spent 6 have complained
what I want to do today is discuss several aspects of the research on
2 were 7 have been
work habits. OK.
3 went 8 have experienced
4 had to 9 have developed
5 were
Writing Skill
Note-taking while listening
t Exercise 12 WHAT’S YOUR ANGLE? GO ONLINE
1 Direct students to read the discussion questions and think 1 Ask students to call out some of their note-taking
about their answers. Check students’ comprehension of techniques or strategies when listening to lectures in their
fashion victim. own languages, and write them on the board. Then ask
how many of those strategies they use when note-taking
2 Put students in groups to discuss the questions.
in English, pointing out that although it is harder to take
3 Ask volunteers to share any interesting information that notes while listening, it improves comprehension and
came out of their group discussions. retention of information.
Answers 2 Direct students to read the information in the Writing Skill
Students’ answers will vary. Sample answers include: box. Ask which of the strategies on the board are listed in
I only wear Lucky brand jeans. the box and which are new.
I’ve had this pair for a couple months.
Extra Practice
1 Tell students you are going to replay the introduction
to the lecture they heard in Exercise 2 and this time you
want them to note down the different examples of time-
Lesson 6.2 Working Trends saving techniques. Explain that the speaker says them
Student Book pages 67 – 68 quickly in one sentence, so they may need to abbreviate
(computers, cell phones, fax machines).
Exercise 1 ACTIVATE 2 Replay the video while students take notes.
1 Ask students to think for a minute about the things that 3 After stopping the video, tell students to look at their list
keep them busy. and add any information they didn’t have time to note
down during the video and to make sure they can read
2 Direct students’ attention to the photo, and ask what they
their notes.
see and what they think the man is doing.
4 Have volunteers call out their time-saving techniques list.
3 Put students in groups to discuss the questions. 5 Tell students you are going to replay the video one more
4 Have volunteers call out their responses while you tally time and this time you want them to listen for signpost
them on the board. Ask students what reasons they gave phrases and to make a note of them.
for their answers. 6 Replay the video while students take their notes.
7 Go over the answers as a class (Let’s get started, …
Answers we’re talking about work today, and one big question
many researchers have is … that’s the question for the
Our group all felt that we are much busier now than we were
in the past. It seems like there’s never enough time to get researchers, and what I want to do today is …). Have
everything done. students write their answers in note form on the board.
Exercise 3 IDENTIFY
r Exercise 2 IDENTIFY 1 Have students complete the exercise independently.
1 Direct students to read the questions. 2 Put students in pairs or small groups to compare answers.
2 Tell them that they will watch the video and answer the 3 Go over the answers as a class.
questions at the same time. Then play the video.
Level 4 Unit 6 83
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Answers r Exercise 7 IDENTIFY
Students’ answers will vary. Sample answers include: 1 Play the video while students number the list of topics in
1 short phrases, missed words, abbreviation, numbers, layout Exercise 5.
2 numbered questions, point (not completed) after questions 2 Put students in pairs or small groups to compare answers.
3 part starting with e.g.
Then have them look at the suggestions on the board and
4 part indicated by circled question marks
say which ones were included.
r Exercise 4 INTEGRATE
1 Have students read the notes and think about what Answers
should go in the blanks. 1 busyness 3 schedule
2 roles and responsibilities 4 efficiency
2 Replay the video while students complete the notes.
3 Call on volunteers to share their answers. Video Script
r Lecture: Work Habits 2 r Lecture: Work Habits 3
OK. Let’s get started. So we’re talking about work today. There’s been So, now, I want to focus on a few causes for this increased feeling of
a great deal of research about how people in the U.S. work and how “busy-ness,” this feeling of always being busy. So, let’s look at one
they think about their work. And one big question many researchers cause. And to do that, let’s analyze a change that happened in this
have is, “Are people working more hours than they did back in the country about 30 years ago or so. Back in the 1970s more women
1970s?” Or now that we have all these time-saving technologies … than ever began to work outside of the home. They got jobs. So,
like computers, cell phones, fax machines, are people in the U.S. since women were working, men had to take on new household
working fewer hours? That’s the question for the researchers, and responsibilities like taking care of the children, cooking, cleaning,
what I want to do today is discuss several aspects of the research you know… . Now this, of course, meant that both women and
on work habits. OK. Well, it turns out that we don’t actually have a men began to have two roles, two roles: working out of the home
clear picture of whether or not Americans are working more hours. at a job and working in the home taking care of the family. Both
We’re just not a hundred percent certain. And that’s because when men and women have to juggle the responsibilities of children,
researchers ask people to just talk in a general way, when they ask household chores, and work. So, you can see that men and women
them how much they work … like how many hours they work at the feel they’re busier because they are doing more than just working
office, the results seem to show that—yes! People work more hours at a job or just working at home. They’re doing both. And they, as a
than they used to. But, when researchers ask people to keep a time result, they feel busy all the time. It’s a pretty logical feeling. All right.
diary of their work hours … that means they ask people to write down Now let’s move on to discuss where people work because that’s
how many hours they work every day … well, it turns out, workers another cause of this feeling of busyness. One of the trends that we
actually spend fewer hours working than they did thirty years ago. see is that for many Americans, work is no longer limited to a job
And as you might expect, this is very interesting to social scientists. and a regular schedule. Now we have new technologies such as fax
Good. So the really interesting thing that we see in these studies is machines, pagers, email, and of course computers. And that means
that people think they are working more hours than they actually are. that people continue to do their work at home. So the traditional
nine o’clock to five o’clock workday is becoming a thing of the past
Answers now. It’s not “9 to 5” for a lot of people now that the workday can
1 Technology easily continue into the evening. So as a consequence, people are
2 different often doing housework and office work at the same time. And what’s
3 some research / time diaries the result? Of course they feel busier because of this. They feel like
they’re always working, and so there’s that feeling of busyness again.
OK. Now, we’ve talked about the fact that many people work, many
Exercise 5 IDENTIFY people’s work is not limited to just one location, and not limited to
1 Have students read the list of terms and definitions. just the daytime. Let’s now move on to talk about what is happening
Circulate to answer questions as they come up. in the workplace. This is important to understand because changes in
2 Have students complete the exercise independently. the American workplace have led to another cause of this feeling
of busyness we’re discussing. Here’s what we see: these days, as you
3 Put students in pairs or small groups to compare their probably know, competition in the business world is tougher than
answers. ever. Companies have to produce more and spend less in order
4 Have volunteers call out their answers. to stay competitive. And so in many cases, workers have to work
harder and work faster to help the company stay alive … to stay in
Answers business. So when people are in the workplace, they face increased
roles and responsibilities-e: the position and jobs a person has work pressure to work quickly and to produce more: speed up
busyness-b: the feeling of always being busy and do more. Workplace activities, like writing a letter or having
communication-d: the activity of expressing ideas and giving a meeting have to be done faster in order for the workplace to
information become more efficient. As a matter of fact many experts who study
schedule-c: a list of things you have to do and the time to the work trends agree that efficiency, that efficiency has become
do them the number one value. All right. So now let’s go inside the typical
efficiency-a: the quality of doing something well with no waste workplace to see what I mean. OK. We all know that most offices
have a fax machine and computers with email and the Internet,
of time or money
and all this technology makes communication faster and faster.
Well, what is the result? Well, it makes people . . . it means that
Exercise 6 INTERACT people can make decisions more quickly and respond to decisions
more immediately. They have to think and talk at the same time—
1 Put students in pairs to make predictions about what
all because there is less time and more pressure to get the work
the lecturer might say about each key idea in Exercise 5. done. So all of this created a faster paced workplace and workers
Circulate to help with vocabulary. who feel busy all the time. So, in the end, the hours that people
2 Have volunteers call out their ideas while you write them are working are busier. The working hours, their working hours are
on the board. Postpone going over the answers until after busier. OK?
students watch the video.
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Exercise 8 VOCABULARY while half the class circulates reading the notes and asking
1 Have students complete the exercise independently. questions. Then have students change roles.
2 Put students in pairs or small groups to take turns reading r Exercise 13 EXPAND
the sentences to each other with their choices for the best
1 Put students in pairs or small groups to predict what they
definitions.
expect the last part of the lecture to include.
3 Have volunteers call out their answers. Have students
2 Play the last part of the lecture while students take notes.
make new sentences with their partners for each of the
words in bold. 3 Direct students to add a question to each idea.
Answers
Video Script
1 a 3 a 5 b 7 b
2 b 4 a 6 a r Lecture: Work Habits 4
Let's move on to another point. Even though Americans feel busy,
research shows us that they actually really like their jobs. They do!
Oxford 3000 words In a large, national poll of working Americans over the last thirty
workplace household for the benefit of retire years—that’s the time of all these changes in the workplace—
pressure pace pension researchers found that nine in ten Americans were either very
satisfied or moderately satisfied. OK. That means about ninety
Exercise 9 USE percent of Americans—that’s a very high number—are happy in
their work situations, even though, as we said, they feel busier. We
1 Have students complete the exercise independently. like our jobs. We like our jobs, and it’s OK that we work more and feel
2 Put students in pairs to compare their answers. busier. This certainly isn’t true for everyone, but there is evidence
that it is true for many people in the U.S. All right, it looks like we’ve
3 Go over the answers as a class. Have students make new
got to stop now. This is really interesting, and I know more research
sentences with their partners that are true for them for in the near future will focus more specifically on this topic. That’s it
each of the vocabulary words in Exercise 8. for today.
Answers Exercise 14 IMPROVE

1 retire 4 pension 7 pressure
2 pace 5 workplace 1 Have students look at their notes and fix any parts they
3 for the benefit of 6 household feel could be improved by rewriting them.
2 Put students in groups to compare their notes and take
Exercise 10 PREPARE turns asking and answering each other’s added questions.
1 Put students in pairs to answer the questions and plan 3 If you have a document camera in your class, project
how they are going to organize their notes. Remind them students’ notes on the board. Alternatively, have half of
to use the topics in Exercise 5 to help them. the class pin their notes to the walls and stand by them
while half the class circulates reading the notes and asking
2 Have volunteers call out their answers. If any students
questions. Then have students change roles.
have decided to use diagrams, have them write them on
the board. t Exercise 15 WHAT’S YOUR ANGLE?
Answers 1 Put students back in their groups from Exercise 14. Direct
Students’ answers will vary. Sample answers include. them to look at the photo and say what they see while
I’m going to organize my notes by topic. I’m going to write each you circulate to help with ideas regarding work spaces.
topic on the paper and leave space for notes underneath. 2 Have groups discuss the two questions. If desired, assign a
group leader and a reporter to each group. Tell the leader
r Exercise 11 WRITE to make sure everyone contributes and the reporter to
1 Replay the video again while students take notes. record the group’s ideas.
2 After replaying the video, have students look at their notes 3 Ask groups to share their ideas on the two questions.
and fix any parts of them by adding other notes where Answers
they feel they might be needed. Students’ answers will vary. Sample answers include:
3 Direct students to add a question for research to each key We decided that work will change for the better in the future
idea. Circulate to help with vocabulary. because work time will be reduced and more people will be
telecommuting or doing jobs better suited to their abilities or
r Lecture: Work Habits 3 training.
Exercise 12 IMPROVE
1 Put students in pairs to compare their notes and share
their questions. Remind students to give reasons for their
choices of organization and research questions. Lesson 6.3 Quick Fixes
2 Have volunteers share their research questions with Student Book pages 69 – 71
the class.
3 If you have a document camera in your class, project Exercise 1 ACTIVATE
students’ notes on the board. Alternatively, have half the 1 Ask students to call out any diets they have heard of and
students pin their notes to the walls and stand by them write them on the board.
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2 Have students read the terms in the box. Check students’ e Exercise 4 IDENTIFY
comprehension of vinegar and cabbage. 1 Direct students to take notes on the key words and
3 Have students complete the exercise independently. Remind familiar information that they hear.
students to use the visuals to help them with their answers. 2 Play the audio while students take notes.
4 Have volunteers call out their answers. 3 Put students in pairs or small groups to compare their lists
Answers of key words and familiar information.
1 vinegar 4 Sleeping 7 high-protein 4 Postpone going over the answers until after Exercise 5.
2 grapefruit 5 Cookie 8 TV Audio Script
3 Cabbage 6 burger
e CD 2, Track 14
What about a grapefruit with every meal? Or how about a liter of
t Exercise 2 WHAT’S YOUR ANGLE? cabbage soup every day? Some vinegar water to accompany it all?
1 Put students in pairs or small groups to discuss the three What do all these things have in common? All of them are—or,
questions. rather, people claim they are—ways to lose weight. But do they all
work for everyone and, more importantly, can they keep the weight
2 Have volunteers share any interesting stories that came up off? Some people don’t think they can. So why do people follow
in their group discussions. these diets that promise to make us slim in no time? And perhaps
more importantly, why do some people follow one fashionable diet
Answers after another, even when they know the last one failed and this
Students’ answers will vary. Sample answers include: one most probably will too? We used to eat low-fat food and lots of
1 I hadn’t heard of the cookie diet, but everyone had heard of carbs. Then we started eating high protein and no carbs. And just
the low-fat diet. when we got used to doing all this, food bloggers started telling us
2 Our group has heard of a diet where people fast a lot. something different. What to do? These kinds of fashionable diets
3 Everyone knows someone who has tried a diet trend, lost are clearly not successful in the long term … and there’s a lot of
weight, and then ended up gaining it back. It’s very frustrating. research—good research—that shows this. So, why do we still follow
them? Well, there are a number of reasons for this. First, many of us
don’t want to make long-term changes in our lifestyle, not even if it
Listening Skill makes us overweight. We are used to following our life choices, and
Previewing using images we don’t like to do things differently … These diets promise us a
quick fix. We make some big changes, but only for a short time, and
GO ONLINE
then we can go back to what we used to do. Another reason these
1 Elicit from students the types of visuals they might have diets catch on is that they are often connected to famous people.
access to prior to listening to speakers, e.g., textbook And not just any famous people. They are connected to people who
graphs and illustrations before a lecture. are just beautiful, or charming, or both. We like them or we want to
be like them. Maybe these famous people used to be fat, maybe they
2 Have students read the information in the Listening Skill didn’t use to be. It honestly doesn’t matter. The message they give
box independently. is warm and friendly. In comparison, we are used to getting colder,
harder messages from doctors and government health advice, and
Extra Practice
it just feels less … well, friendly. Then there is also the reason that
1 Bring to class a PowerPoint presentation of an online talk people are clearly confused by a lot of the diet information they
preferably about trends. read. One research study says this, one says that. People simply don’t
2 Tell students they will hear a talk based on the know what to think. Then along comes a new diet: eat this one type
PowerPoint slides. Put them in pairs to talk about the of food at four o’clock every day, and not much else, and you will
topics that will probably be covered and the vocabulary lose weight. What’s not to like? To tell you the truth, as someone who
that will probably be used. has to watch her weight, I understand the appeal of these diets. But
as a doctor, I also know they usually don’t work and, in fact, many
3 Ask pairs to call out their expectations, and write them
can have the reverse effect … that is, people actually put on weight.
on the board. Then play the audio while students list the We need to get used to accepting the fact—and it is fact—that,
topics and words they hear. aside from those people with specific medical conditions, the only
4 Have students compare their lists with their predictions long-term, sensible way to control our weight is to keep a balanced
on the board. diet, eat only the amount your body needs, and exercise more. So,
let’s now take a closer look at these different diet trends, looking at
Exercise 3 PREPARE the science and what it tells us …
1 Direct students to look at the visuals and think about the
answers to the two questions independently. Tell students e Exercise 5 INTEGRATE
to make two lists. 1 Direct students to read the list of main points. Check
2 Put students in pairs or small groups to compare their lists. comprehension of come along and certain as in certain
times of day.
3 Have volunteers call out their lists while you write them
on the board. 2 Play the audio while students complete the exercise
independently.
Answers 3 Put students in pairs to compare answers by taking turns
Students’ answers will vary. Sample answers include: reading the included topics.
1 We think she’ll discuss diet trends over time including the
4 Have volunteers call out their choices. If needed, play
cabbage soup diet, the low-fat burger diet, the vinegar diet,
the audio one more time, stopping when a topic is
the grapefruit diet, and maybe others.
2 Vocabulary we expect to hear includes menu, diet, mentioned.
medication, pounds, meal, exercise, calories, fat grams,
low-fat, carbohydrates, protein.

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5 Compare the topics and the key words students listed e Exercise 8 IDENTIFY
in Exercise 4 with the ones on the board from Exercise 3 1 Have students look back at the sentences in Exercise 7
and the one listed in Exercise 5 to see how well students and underline the main point of emphasis in each one.
predicted.
2 Replay the audio while students check their answers for
Answers both the adverbs and the main points of emphasis.
a c d h 3 Have volunteers call out the answers. If necessary, replay
the audio, stopping when students hear an answer.
e CD 2, Track 14
Answers
Exercise 6 INTERACT Adverbs and adverb phrases
1 Put students in pairs to discuss the ideas they agree with. 1 more importantly, even 5 simply
2 clearly 6 honestly
2 Have partners volunteer the ideas they talked about. 3 not even 7 To tell you the truth
4 just
Answers
Main points of emphasis
1 And perhaps more importantly, why do some people follow
We agree with Dr. Costello when she says… We also agree with
one fashionable diet after another, even when they know the
Dr. Costello’s point about … because we have seen … But we
last one failed?
don’t agree that …
2 These kinds of fashionable diets are clearly not successful in
the long term.
Vocabulary Development 3 Many of us don’t want to make long-term changes in our
lifestyle, not even if it makes us overweight.
Adverbs and phrases for emphasis
4 They are connected to people who are just beautiful,
GO ONLINE charming, or both.
1 Elicit from students what adverbs modify or emphasize 5 It honestly doesn’t matter.
(adjectives, adverbs, verbs, and complete sentences). 6 People simply don’t know what to think.
2 Direct students to read the information in the Vocabulary 7 To tell you the truth, as someone who has to watch her
weight, I understand the appeal of these diets.
Development box. Ask students to say what each bolded
or highlighted adverb or adverb phrase modifies.
e CD 2, Track 15
3 Read the sentences, having students repeat after you with
correct stress and pronunciation. t Exercise 9 WHAT’S YOUR ANGLE?
1 Give students a minute or two to choose the words that
Oxford 3000 words
make the points that show their own opinions and to
in fact truth clearly just think about sentences to further support their opinions.
importantly actually honestly (not) even 2 Put students in small groups to take turns sharing their
Extra Practice opinions. Tell students to ask each other questions and say
1 Write the following on the board: whether they agree with each other and why.
I’m not very good at dieting. 3 Have volunteers call out their choices. If desired, tally
I’ve tried many times, but I’ve never been able to the answers for each sentence on the board to see how
stick to a diet for longer than a couple of weeks. students in the class feel.
2 Have students use the adverbs and adverb phrases in the
box to fill in the blank in the second sentence. Answers
3 Write or project the following sentences on the board: Students’ answers will vary. Sample answers include:
I believe diet trends are not bad for your health. Clearly it is
a My new jeans were really expensive.
important for people to be thinking about their eating habits
b I have a real sweet tooth.
and it’s possible that diet trends help them to do that.
c My brother lost 50 pounds on the cabbage soup diet.
d Everyone complains about how much work they do.
3 Put students in pairs or small groups to write sentences Grammar in Context
that follow each of the sentences on the board. Tell them used to and be / get used to
to use as many different adverbs or adverb phrases
GO ONLINE
as they can. Circulate to help with use of adverbs and
adverb phrases.
1 Write on the board:
4 Have students post their sentences on the walls or on I used to live in California. Now I live in New York.
a discussion board if you have a learning management Ask students what used to means here (that it isn’t true
system. Encourage other students to circulate or reply to anymore).
the discussion board with any edits they can make. 2 Write on the board:
I didn’t use to live in New York, but I do now.
Exercise 7 INTEGRATE Ask students to say how the two sentences are the same
1 Direct students to complete the exercise independently. and how they are different in form and meaning.
2 Put students in pairs or small groups to take turns reading
their completed sentences to each other.
Level 4 Unit 6 87
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3 Write on the board: Answers
At first I didn’t like living in New York, but now I am used to 1 I used to be a vegetarian, but I’m not anymore.
living here. In fact, now I love it. 2 I’m used to cooking for myself now.
Ask students how this use of used to is different from the 3 I am getting used to being careful about what I eat.
used to in the first two sentences on the board. 4 I used to try all sorts of diets when I was younger.
5 I’m not really used to buying groceries online.
Context box.
5 Read the sentences in the box, having students repeat Pronunciation Skill
after you with the correct stress and pronunciation. GO ONLINE
6 If students started a tenses or verb forms notebook in used to
Unit 1, have them add this information to it. 1 Say the following two sentences, telling students to listen
7 For additional practice, see Grammar focus on page 164 in for the difference in the pronunciation of used to.
the Student Book. I used to ride my bicycle to school. I didn’t use to take the bus.
Extra Practice 2 Ask students what differences they hear. Write the two
1 Ask students to think of things in their lives that they sentences on the board, and say them again. Point out
used to do regularly in the past but don’t do anymore that used to and use to sound the same even though they
and that they didn’t use to do in the past but do now. are spelled differently.
Have them make a list of six things, three that they used 3 Direct students to read the information in the
to do and three that they didn’t use to do. Pronunciation Skill box.
2 Put students in small groups to share their sentences. 4 Read the sentences in the box, having students repeat
Have them note which ones apply to all of them in the after you with the correct stress and pronunciation.
group.
3 Direct groups to talk about which of the activities or More to Say…
habits in their sentences it was easy to get used to doing
Focus: In partners, students practice pronouncing used to.
or not doing and which it was not.
Grouping Strategy: Pairs
4 Ask volunteers to share anything interesting about their
classmates that they learned. Activity Time: 20 minutes
Ready,
e Exercise 10 IDENTIFY Prepare a list of 5 sentence prompts, such as:
1 Have students complete the sentences independently. When I was young, I used to …
2 Put students in pairs to take turns reading their completed When I was in elementary school, I used to …
sentences.
My parents say that when I was a baby, I used to …
3 Play the audio while students check their answers. If
During holidays, my family used to …
needed, stop when students hear an answer on the audio
to go over the answer. At my healthiest, I used to …
Under the list, make a rubric, like this:
Answers
1 were getting used to / got used to Was the
Were the
2 used to s in used Was the to
Sentence words linked
3 used to, didn’t use to pronounced reduced?
4 are used to with /w/?
/s/?
Audio Script A yes / no yes / no yes / no / NA
e CD 2, Track 16 B yes / no yes / no yes / no / NA

1 And just when we got used to doing all this, food bloggers start
C yes / no yes / no yes / no / NA
telling us something different.
2 And then we can go back to what we used to do. D yes / no yes / no yes / no / NA
3 Maybe these famous people used to be fat, maybe they didn’t
use to be. E yes / no yes / no yes / no / NA
4 In comparison, we are used to getting colder, harder messages
from doctors. Make copies of the paper for each student.
Set…
1 Put students into pairs.
1 Remind students they will be correcting for form. Direct
students to complete the exercise independently. 2 Give students 5 minutes to complete the sentence
prompts with information about them.
their corrected sentences to each other. 3 Tell students they are going to read their sentences
to their partners. As they read them, their partner will
3 Have volunteers write their corrected sentences on the
listen and answer questions about their pronunciation.
board so you can go over them as a class.
4 Give students 2 minutes to practice their sentences
quietly to themselves.

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Go! Answers
1 Have students decide who will speak first and who will Students’ answers will vary. Sample answers include:
listen first. 1 I didn’t use to be a vegetarian, but I am now.
2 I’m not used to cooking for myself.
2 Instruct the speakers to read their sentences aloud. 3 I am not used to being careful about what I eat.
As their partners listen, have them evaluate the 4 I didn’t use to try all sorts of diets when I was younger.
pronunciation using the rubric below their prompts. 5 I’m used to buying groceries online.
3 Circulate and correct students as necessary.
4 Have students switch roles when the first student is t Exercise 15 WHAT’S YOUR ANGLE?
finished reading. 1 Check students’ comprehension of quick fixes. Put students
5 Tell students to tear their papers in half and give the in small groups to complete the activity. Circulate to help
rubrics to their partners. with vocabulary and ideas.
2 Have groups share the quick fixes they came up with for
e Exercise 12 NOTICE each category. Make a list on the board.
1 Put students in pairs to practice pronouncing the forms
correctly in the sentences and marking them appropriately.
2 Play the audio while students check their predictions.
3 Replay the audio, stopping to have students repeat the Lesson 6.4 Your Honest Opinion
sentences with the correct stress and pronunciation. Student Book pages 72 – 73
Answers Exercise 1 ACTIVATE

1 I /ju:s tu/ 1 Direct students’ attention to the video stills. Put students
2 I /ju:s tu/ (w)eat it often. in pairs or small groups to describe what they see in the
3 I /ju:s tә/ waterski.
pictures.
4 I’m /ju:s tu/ (w)it.
5 I /ju:s tә/ bike to work every day. 2 Have students discuss the questions in their pairs or
groups.
Audio Script 3 Call on volunteers to share their answers with the class.
e CD 2, Track 17 Write them on the board.
1 M1 Liz, do you do yoga in the morning? 4 Postpone going over the correct answers until after
F1 I used to. Now I do yoga in the afternoon. Exercise 2.
2 F2 Do you enjoy chocolate as much as your sister does?
M2 I used to eat it often. I’m trying to eat healthier now.
3 F1 David, do you like to do any water sports?
M1 I used to waterski. Now I just like to swim. Play the first part of the video. Then have students say
4 F2 Does it bother you that your husband doesn’t eat meat? whether their predictions were correct.
F1 Not anymore. I’m used to it now.
5 M2 What do you do to stay active? Answers
M1 I used to bike to work every day. I had to stop after Students’ answers will vary. Sample answers include:
I injured my knee. They are talking about Max’s clothes.
Exercise 13 APPLY r English for Real Video Unit 6

Put students in pairs to take turns practicing saying the
sentences from Exercise 12. Circulate to listen and give r Exercise 3 IDENTIFY
assistance as needed. 1 Direct students to read the questions. Tell them to make
a note of the answers while they watch the video a
Exercise 14 INTEGRATE second time.
1 Have students reread the sentences in Exercise 11 and 2 Replay the video while students take notes.
choose the ones that are true for them. Then have them
3 Put students in pairs to compare their notes before going
change the others to make them true for them as well.
over answers as a class.
2 Put students in pairs or small groups to share the true
sentences and the changed sentences. Tell students to Answers
listen for a follow-up question they can ask after each Students’ answers will vary. Sample answers include:
sentence. 1 no
2 He’s not happy. He responds in an annoyed way; his face
3 Have volunteers share their changed sentences with the
expresses annoyance.
whole class. Tally students’ responses to see how many
3 He could express his opinion in a more polite, indirect way. He
students each of the original sentences is true for. could make a polite suggestion instead.
r English for Real Video Unit 6
Level 4 Unit 6 89
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Real-World English
Scenario What What What
Asking for and giving opinions summary would you would would a
1 Ask students what kinds of things they ask others for their personally most classmate
opinions on. Write them on the board. Also ask students say? people from a
whose opinions they generally are most interested in in your different
getting. country culture
2 Ask students if they can think of any times when someone say? say?
has asked them for their opinion on something and they Your childhood
thought it might be best to not be completely honest. friend asks you
If students answer yes, ask for examples of situations in about your
which that might be the case. opinion about
3 Direct students to read the information in the Real- which college/
World English box. Ask students in what kinds of university they
situations someone might use the phrase Don’t get me should choose.
wrong … (situations in which someone’s opinion might …
be misinterpreted for one reason or another).
4 Read the phrases in the box, and have students repeat Then ask students to find a partner from a different culture
after you with appropriate intonation. than their own and together fill out the third column. If
you have a lot of cultural diversity in the classroom, tell
Extra Practice your students to talk to different classmates for each of
1 Put students in pairs to write a four- to six-line dialogue the scenarios.
in which people ask for and give opinions. Explain that
they can use a made-up situation or one of the situations
on the board. Tell students to plan their dialogue before r Exercise 4 ANALYZE
they write it. 1 Direct students to watch the video specifically for the way
2 Circulate while students plan and write their dialogues to opinions are asked for and given.
help with ideas and phrasing as needed. 2 Play the second part of the video. Ask students if it is
3 Have pairs or groups look back at their dialogues to different from the first part.
see if they can add any adverbs and adverb phrases for 3 If desired, replay the video, having students raise their
emphasis from Lesson 6.2. hand each time they hear one of the speakers asking
4 Have students practice performing their dialogues. for or giving opinion phrases and then having students
5 Have volunteer pairs or groups perform their dialogues repeat the phrases with the correct intonation.
for the class.
Answers
Real-World English Strategies Students’ answers will vary. Sample answers include:
Cultures can differ in how opinions are expressed. In some Max asks for Andy’s opinion in the second part, and Andy
cultures, it is acceptable to be straightforward, whereas in is more sensitive than Kevin was when he gave his opinion
without being asked in the first part.
others, it is important to be supportive, no matter what
the other’s personal opinion may be. Some cultures (and r English for Real Video Unit 6
individuals) value objective, factual reasons for one’s
opinion, whereas in other contexts, it is personal feelings r Exercise 5 IDENTIFY
and judgements that matter. It is important to sensitize 1 Put students in pairs to talk about the sentences before
your students to these issues. listening again to the video. Direct them to discuss who is
Come up with a few scenarios that call for an expression saying each sentence and whether each person is asking
of opinion (see an example in the table in the next for or giving advice.
column). 2 Replay the video while students mark the sentences
Next, ask your students to work individually and fill out they hear.
the first two columns in the table like this one for each of 3 Go over the answers as a class. If needed, replay the video,
the scenarios: stopping after each line and going over the answers
together.
Answers
1 a. Max, A 4 a Andy, G
2 b Andy, G 5 a Max, A
3 a Max, A 6 b Andy, G
Video Script
Scene 1
Kevin Hey … Max! Oh wow… what are you doing in that?
Max Hi, Kevin. Just doing some sketching.
Kevin No I mean, are you going to a costume party?
Max Why would you ask me that?

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Kevin Well, you’re dressed like a clown! situations so that they can compare the language used in
Max I’m not dressed like a clown. What’s wrong with …? the different registers.
Kevin Personally, I think you look silly. Those pants, for one thing!
Max Uh… these are TROUSERS!
Kevin Sorry Max, I’m just being honest. See ya later.
Scene 2 1 Give students a minute or two to think about the
Andy Hey Max! You’re home early. questions.
Max Yeah… 2 Put students in small groups to share the specifics of the
Andy What’s wrong?
Max OK, give me your honest opinion. Do I look like a clown? last time they were asked for their opinion. Tell them to
Andy What? No, of course not. think about how they could have done so differently, if
Max Come on, tell me the truth. Kevin said I looked like a clown. needed.
Andy Well, since you’re asking… OK maybe you do look a bit… 3 Have volunteers share their experiences with the class.
strange.
Max Really? Does Kevin actually have a point?
Answers
Andy Don’t get me wrong -- you have your own style but…
But please, take those pants over to Tina in the costume
department at the theater! The last time someone asked for my opinion was…
Max They’re TROUSERS!
Andy Right.
Max Fine. I’m keeping the hat.
Exercise 6 INTERACT Lesson 6.5 Fashion Victim

1 Put students in pairs, and have them decide on their roles. Student Book page 74
Then give them time to read the situations and choose
which one they want to role-play. Circulate to help with Exercise 1 ACTIVATE
unfamiliar vocabulary and general comprehension. 1 Have students read the trends in the box. If possible,
2 When the pairs are ready, direct them to plan what they project online photo images of the trends. If not, check
are going to say before practicing their role plays with students’ comprehension of vintage and toe shoes.
their partners. 2 Put students in small groups to discuss the questions.
3 Have students swap roles and practice the role plays 3 Call on volunteers to share their answers with the class.
again.
4 Have volunteer pairs perform their role plays for the class. Answers
Answers 1 We’ve seen most of these trends, but not toe shoes. We don’t
Students’ answers will vary. Sample answers include: think they were ever popular here.
A: Hey, can I ask you a question? 2 Big eyebrows is the only trend that is fashionable here
B: Sure, what’s up? right now.
A: Well, I’m thinking of changing my major, but I’d like your 3 In the last few years tattoos have become very popular.
opinion on the matter.
B: Why do you want to change at this point? Do you not like the
classes?
A: No, I like the classes a lot, but I don’t really like the teachers, 1 Have students read the instructions. Ask students if the
and I don’t think they like me. I think the problem is that they speakers are going to talk about current times or the past
want me to participate more, but I’m shy and I am afraid and how they know.
of making mistakes in class. What do you think about my 2 Have students read the questions before playing the
participation? audio. Tell students to make notes on the questions while
B: Hmm, well, the way I see it, you are a bit quiet in class. And
they are listening.
that can affect the way some teachers view you.
A: Oh. Well, I hadn’t realized it was that bad. What do you think 3 Put students in pairs and small groups to compare their
I should do In your honest opinion? notes.
B: Well, in my opinion, I think you could still fix things. You’d just 4 Have volunteers call out their answers. Ask students to
have to make more of an effort to participate in class. Don’t share any fashion trends they “fell victim” to.
get me wrong, I know sometimes that can be difficult, but
I think you should give it another try. Answers
A: You do? Well that would be easier. OK. I’ll give it another James: skinny jeans, big beard
semester. Dena: big eyebrows
Exercise 7 ANALYZE Audio Script

1 Combine pairs with pairs who role-played the other e CD 2, Track 18
situation. Have pairs perform their role plays for one Dena I do like those jeans. I don’t think I’ve seen you in jeans
before. Are they new?
another while they make a note of the language James Yes, they are. I used to wear jeans all the time but then
each uses. stopped for a while. I hated that trend of really baggy jeans.
2 Direct pairs to discuss the different level of formality in Do you remember those?
the different role plays. Have them make a list for each Dena Yes, absolutely awful!
James And then there were skinny jeans … I did have those, but I
role play of the different language they use for asking never wore them much. They were so uncomfortable. I never
for opinions and for giving opinions in the two different got used to wearing them.
Level 4 Unit 6 91
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Dena Yeah, I remember. You did look trendy with your big beard
and those skinny jeans. Answers
James I used to be a fashion victim, you mean? 1 jeans / new jeans
Dena No! Well … maybe. 2 he hated baggy jeans
James Well, what about you? What was your biggest fashion 3 that they were awful
mistake? 4 skinny
Dena Me? None! 5 no, never got used to wearing them
James Really? 6 they were uncomfortable
Dena Well, I did have very big eyebrows for a while. You know, 7 big eyebrows
very strong and dark. I used to think I looked really good, 8 no
but then I was looking through some photos the other day,
and… well…
James Have you ever thought about getting a tattoo? e CD 2, Track 18
Dena Yeah … I don’t have any, but I did think about it seriously a
couple of years ago. Grammar in Context
James So what stopped you? do for emphasis
Dena I actually went to the place to get it done, but as I was
going in, I heard the sound of the tattoo machine and I GO ONLINE
got scared … 1 Direct students to read the information in the Grammar in
Context box. Read the example sentences with the stress
Speaking on do, does, did, and didn’t. Have students repeat after you
Talking about past habits with the correct stress and intonation.
GO ONLINE 2 Ask students what happens to the emphasized verb in
1 Elicit from students how people talk about past habits, third-person sentences, for example, She does like jeans.
and write used to on the board. Then elicit how we talk Point out that the subject-verb agreement moves over to
about specific moments or things in the past and write the does.
simple past on the board. 3 Point out that do, does, did, and didn’t add emphasis
2 Have students read the information in the Speaking box. because they aren’t necessary for the sentence to be
Read the examples, having students repeat after you with grammatically correct.
correct stress and pronunciation. 4 For additional practice, see Grammar focus on page 164 in
the Student Book.
Extra Practice
1 Put students in groups of five, and tell them to sit in a Extra Practice
circle. Tell them to imagine they are old friends from 1 Tell students that you are going to say something to
when they were young. them and they are to deny it and use do, does, did, or
2 Project or write the following on the board: didn’t to emphasize the point. For example, write on the
Student 1: Do you remember when we used to … board and then say:
Student 2: Oh yes. We used to … and we also used to … Teacher: _____, you wore those same clothes to class every
Student 3: I remember that. But then we stopped and we day last week!
started … instead. What was the name of …? Student: No, I didn’t. I didn’t wear these clothes last week,
Student 4: I know. It was… They used to … but I did wear clothes that are similar.
Student 5: That’s right. But then … and so … 2 Say sentences to students about things you know about
3 Direct students to make sentences like these going them, and have them respond. If they don’t respond
around the circle. Then have them share their first and correctly, have other students call out possible answers.
last sentences with the class. 3 Put students in pairs to repeat the process with each
4 Have groups start again but with a different student in other.
the group and with a different situation. Tell students to 4 Have pairs call out their two-line conversations.
continue like this until each student has had a chance
to be Student 1. e Exercise 4 IDENTIFY
1 Play the audio, and have students work independently to
e Exercise 3 INTEGRATE complete the sentences.
1 Have students read the questions. Put students in 2 Put students in pairs to take turns reading their completed
pairs to share what they think the answers to these sentences. Encourage them to read them with the
questions were. appropriate stress.
2 Replay the audio while students write the answers to the 3 Go over the answers as a class. If necessary, replay the
questions independently. audio for students, having students raise their hands when
3 Put students back in their pairs to compare answers. they hear the answer and stopping the audio to have
4 Have volunteers call out their answers. If needed, replay students repeat.
the audio, having students raise their hands when they
hear an answer and stopping whenever a question is
answered to go over the answers.
5 Have students say why Dena doesn’t have a tattoo.

4511179_WA_TG4.indb 92 5/10/19 12:30 PM

Answers
1 do 3 did 5 did
2 did 4 did
Audio Script
e CD 2, Track 19
1 I do like those jeans.
2 I did have those, but I never wore them much.
3 You did look trendy with your big beard.
4 I did have very big eyebrows for a while.
5 I don’t have any but I did think about it …
1 Have students read the sentences. Check their
comprehension of dyed, sports clothes, and sneakers.
3 Play the audio while students check their answers. If
necessary, replay the audio for students, stopping after
each sentence and having students repeat the sentence.
4 Put students in pairs to take turns saying the sentences
with the correct stress and intonation.
Answers
1 I do want a new hairstyle.
2 We didn’t have dyed hair, but we did have very long hair.
3 I don’t have any jeans these days, but I did use to own five
pairs.
4 He doesn’t like sports clothes, but he does like sneakers.
5 You do wear vintage clothes.
6 They didn’t use to buy a lot of clothes, but they did use to
make them.
e CD 2, Track 20
Exercise 6 PREPARE
Have students complete the exercise independently while
you circulate to offer assistance as needed. If you have
students who say they have never followed a fashion or
beauty trend, ask about hobbies or any other activities in
their lives.
Exercise 7 INTERACT
Put students in groups to share their fashion trend
experiences.

1 Put students in pairs with new students to share or
summarize their group discussions with each other and to
answer the questions.
2 Have volunteers share something interesting they learned
about another student with the class.
Level 4 Unit 6 93
4511179_WA_TG4.indb 93 5/10/19 12:30 PM

it relates to fashion trends. Then, have students answer
the questions about fashion in general and fashion trends
Unit 6 Review specifically. Remind students to give examples to illustrate
Student Book page 152 their points.
4 Ask students to write a “quote” about the fashion
Vocabulary and / or fashion trends themselves. Monitor and help
with vocabulary.
Exercise 1
5 Have students share their quotes with a partner. Then call
Answers on volunteers to say their quotes for the class.
Students’ answers will vary. GO ONLINE Encourage students to go online to listen to
Exercise 2 board.
Answers Zoom In
1 Diets that promise fast weight loss clearly never work. /
Clearly, diets that promise fast weight loss never work. Exercise 7
2 Most people honestly believe anything a famous person says. 1 Put students in pairs to talk about things they used to do.
3 In fact, most people have at least one pair of jeans. Direct students to ask each other questions about why
4 To tell you the truth, most people have terrible fashion they did that thing and why they stopped.
sense. / Most people have terrible fashion sense, to tell you
the truth. 2 Have students work independently to watch a video
5 People shouldn’t even check work emails at home. about a trend and write notes. Then put them in groups
to share or present their ideas to the group. Direct them
GO ONLINE Encourage students to go online to play the to ask questions about the videos or the trends they each
vocabulary game. watched.
3 Have students bring in a photo of a fashion trend. Direct
Grammar students to learn something interesting and possibly
Exercise 3 unknown about this trend. Conduct this task as a
walk-around activity. Divide the class in half, and have
Answers half the students stand by their desk with their photo
1 have improved 4 arrived 7 have also started on the desk or stand by their photo pinned to the wall.
2 happened 5 haven’t looked The other half of the class walks around asking questions
3 was 6 have had about each student’s photo and listening to students’
answers and unknown information. Then have students
Exercise 4 exchange roles.
Answers Answers
1 The modern workplaces does look very different from the Students’ answers will vary. Sample answers include:
old one. 1 I used to surf, but I don’t anymore because I got hurt so
2 Workplaces didn’t have mobile technology, but they did use I stopped. Now I swim instead.
landline phones. 2 I saw this video on eating cinnamon. It was really stupid
3 The Internet did change everything at work. because all these young people were videoing themselves
4 Lots of people do have work cell phones nowadays. eating spoonfuls of cinnamon, which is very hard to eat.
5 We didn’t use to work at home in the evening but we do work 3 This is photo of people wearing very long earrings.
at home now. The photo was taken in the 1960s. I thought it was interesting
because … and I discovered that …
Exercise 5
Exercise 8
Answers 1 Tell students to think about how they did on each of
Students’ answers will vary. the tasks.
GO ONLINE Encourage students to go online for further 2 Remind them that they can review the online activities for
grammar reference and information and to play the any skills they need more practice with.
grammar game. Answers
Discussion Point
knows who Coco Chanel is, explaining that she was a
French fashion designer and businesswoman and the
founder of Chanel perfume.
groups to discuss the meaning of the quote, and say how

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Wide Angle Teacher’s Guide Unit 7 Surroundings
Unit Overview 7.2 Beauty All Around
Reading Skill Recognizing and understanding forward and
Introduction to the unit backward references
The title of this unit—Surroundings—summarizes the Grammar in Context Present perfect and present perfect
main themes: the things we surround ourselves with, the continuous
ways we control, or lose control of our surroundings, the • Identify and use references to help with comprehension
aesthetics of our natural and man-made surroundings • Use and distinguish between the use of present perfect
and environment, experiencing different environments and present perfect continuous when talking about
and surroundings through travel, making productive finished actions
complaints about things involved with travel or purchases,
• Learn and use academic-themed vocabulary
our best study environments, and describing a favorite
study environment. • Vocabulary: education, research, review, attend,
philosophy, do well, results (Oxford 3000)
In Lesson 7.1, the theme of surroundings is reflected in
the following activities: a discussion about the effects 7.3 Travel Lessons
of personal clutter, a discussion of favorite rooms,
Grammar in Context Too and enough with the to infinitive
recognizing levels of formality while listening to someone
explain about the process of decluttering, and using the Writing Skill Using a variety of sentence lengths
present perfect continuous to talk about recent activities • Use too and enough with the to infinitive to talk about
concerning surroundings. In Lesson 7.2, beautiful man- travel
made and natural places are focused on in exercises • Make your writing more interesting by varying sentence
that include: reading about the history of the idea or lengths
concept of environment, recognizing both forward and • Write a travel blog article
backward references when reading about surroundings
and environments, and talking about different types of 7.4 I’m Sorry to Say This
surroundings and environments. In Lesson 7.3, students Real-World English Making a complaint
will consider their own preferences for travel and • Practice using language of complaints
vacations while reading a travel blog and will practice
• Explain problems clearly and stay focused on results
varying their sentence lengths while writing their own
blog articles on travel. In Lesson 7.4, students will watch • Watch a video on complaining to a travel agent
a video about travel problems requiring appropriate
ways to make complaints. They will also practice positive
7.5 A Place to Study
ways to complain that are more likely to get results in Speaking Talking about similarities and differences
the Real-World English Strategies. Finally, in Lesson 7.5, the Pronunciation Skill Sentence stress
exercises summarize what students have learned about • Use signpost language to talk about similarities and
the theme of surroundings by having them listen to a talk contrasts
on the different types of study environments, and practice • Recognize and use appropriate sentence stress
describing their own favorite study environment. • Talk about study environment preferences
• Listen to other students’ study environment preferences
Lessons and ask appropriate questions
7.1 Cluttered Spaces Resources

Vocabulary Development Quantifiers Class Audio CD 2, Tracks 21–27
Listening Skill Recognizing levels of formality Workbook Unit 7, pages 43–49
Grammar in Context Present perfect continuous Oxford Readers Correlations
• Describe favorite rooms Gulliver’s Travels (9780194791731)
• Recognize levels of formality in listening to understand Teacher’s Resource Center
relationships between speakers and listeners Assessments: Unit test
• Use the present perfect continuous to talk about recent English For Real video
activities or situations Grammar focus
• Vocabulary: all (of ), plenty of, most (of ), some, lots, none Grammar PPTs
of, (a) few, several, number, (not) many, (a) little, (not) Grammar Worksheets
much (Oxford 3000)
Vocabulary cards
Newslea articles
Word list
Level 4 Unit 7 95
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Unit Opener 3 For the second question, discuss the difference between
behavior and feelings. For the first two questions, ask
students to provide examples to support their ideas. For
The unit opener photo shows a man walking into a the third question, ask students to talk about different
magnificent example of ancient Italian architecture. The ways to control our surroundings. Have them provide
building is an Italian abbey built in 871 that was damaged examples to illustrate their points here, too. Ask students
but then restored after an earthquake in 2009. The to say what they do to control their own surroundings.
photograph relates to the unit theme and subsequent
exercises because it focuses on the impact a building and its Answers
surroundings can have on people. Students’ answers will vary. Sample answers include:
1 They can make us be more or less productive or efficient.
Photographer 2 They can make us feel peaceful and relaxed or agitated and
overwhelmed.
Gianni Cipriano 3 We clean or neaten up our surroundings. We add plants and
Gianni Cipriano (b. 1983) is a Sicilian-born independent trees. We paint the walls specific colors and put art on the
photographer based in Napoli, Italy. His work focuses on walls.
contemporary social, political, and economic issues. Gianni
regularly works for The New York Times and has been r Video Script
documenting the ongoing upheaval in Italian politics for
This picture shows a visitor photographing a historic
L’Espresso weekly magazine since 2013. His editorial work
building in Castiglione a Casauria, in Italy. The building was
has also appeared in TIME, Wired, The Wall Street Journal, Le
damaged by the devastating 2009 Abruzzo earthquake, then
Monde Magazine, The Guardian Weekend Magazine, MSNBC.
returned to its community fully restored two years later.
com, Io Donna, Ventiquattro, IL, Courrier International,
Vanity Fair, and Esquire, among others. After studying Studies have shown that, among other things, color,
aerospace engineering and architecture, he graduated weather, and music affect our moods. In an experiment, for
from the Documentary Photography and Photojournalism example, white-collar workers in an old office building – with
Program at the International Center of Photography in low ceilings and loud air conditioners – were significantly
New York in 2008. He has received recognition and awards more stressed than those in a newer space with skylights
from Picture of the Year International (POYI), American and open cubicles. Mediterranean islands are what make
Photography, New York Photo Awards, International me the happiest. The contrast between the mountains,
Photography Awards, and the Ian Parry Scholarship. the volcanoes, and the sea captures me, while the water
Gianni’s work has been showcased in group exhibitions in regenerates me.
venues such as the Rencontres d’Arles, FOLI Lima Biennale We try to control our surroundings by fulfilling our need
of Photography, MOPLA, and Lumix Festival for Young for safety and security, as well as our need for physical
Photojournalism. comfort and psychological stimulus. So we tend to create
environments that stimulate us and that make us feel
comfortable and do everything we can to make our
Unit Snapshot environment as familiar as possible and allow us to live in
1 For question 1, check students’ comprehension of give away. our comfort zone.
Ask them if they have anything in their possession that they
don’t need or use and might consider giving away. Exercise 1
2 For question 2, ask students to say what year 30,000 years 1 Have students read the factors in the box and the two
ago would be and what someone might find that is questions. Check students comprehension of perception.
that old. 2 Have students complete the exercise independently.
3 For question 3, have students think about their own Circulate to help out with vocabulary as needed.
answer to the question and then scan for the answer
given in the text to see how it compares. Answers
Discussion Questions 1 Some of these factors are more important than others, but it
depends on each individual. For example, for me temperature
is extremely important, but that might not be as important for
picture. When you ask students to describe the image,
someone else.
provide words and phrases to help them as necessary, 2 My perception of a place will be negatively impacted if I am
for example, columns, ancient structure, peaceful gardens, uncomfortable there, or don’t like the effect of one or more of
stone, or facade. Ask specific questions about the picture: these factors.
How old does the building look? What do you think the
building is for? How is the man dressed? What are the gardens
like? Does this look like a place you would be interested in
Exercise 2
exploring? 1 Put students in pairs to discuss their answers from
Exercise 1.
discussion questions, show the photographer video 2 Have volunteer pairs call out how similar or different their
where Gianni Cipriano answers these questions from his ideas were. Ask them to say what the similarities and
perspective. Play the video for students as many times differences were. Write the factors that were similar or
as needed to check comprehension and discuss any different on the board.
vocabulary items.

4511179_WA_TG4.indb 96 5/10/19 12:30 PM

Answers Oxford 3000 words
Students’ answers will vary. Sample answers include: all (of ) some (a) few (not) many
1 Our ideas were very similar. We both like quiet peaceful plenty of lot several (a) little
places so nature, beauty, and light can easily influence our
most (of ) none of number (not) much
perception of a place.
2 Our ideas were very different. I like noisy fun places and my Extra Practice
partner does not. I like places with a lot of people, but my 1 Put students in small groups to make as many sentences
partner likes places that don’t have a lot of people. as they can about the clutter in the photo on page
76 in a designated amount of time. Tell them to make
Real-World Goal sentences about both count and noncount nouns and
By the end of this unit, students will be able to visit a new to try to use as many of the quantifiers in the Vocabulary
place and post a photo of it on social media because they Development box as possible. Have students choose one
will have acquired quantifiers to help describe a place, person in their group to write their sentences. Circulate
practiced varying their sentence length to make their to help with vocabulary as needed.
posting more interesting, read a travel blog, and practiced 2 Time students, giving them five minutes or so,
talking about similarities and differences in places. depending on your students. Then tell students to count
their sentences and count the different quantifiers
they used.
3 Have the group with the most sentences and most
Lesson 7.1 Cluttered Spaces quantifiers write their sentences on the board while
the group with the next highest amount of sentences
Student Book pages 76 – 77 reads theirs to the class. Tell the class to listen and make
corrections as necessary. Then have students read the
Exercise 1 ACTIVATE sentences the first group wrote on the board and see if
1 First, direct students’ attention to the title of the lesson, they can find any errors.
and check their comprehension of cluttered. Ask students
if they or anyone they know has a problem with clutter. Exercise 2 IDENTIFY
Have volunteers share their ideas. Ask students how this 1 Direct students to choose only one answer where
relates to the title of the unit and what they think the appropriate but to choose both where both are correct.
lesson will be about.
2 Put students in pairs. Direct students to look at the photo
and say what they see in the photo. Then have them
their sentences to each other.
discuss the questions.
3 Have volunteer pairs call out their thoughts.
Answers
Answers
1 several 5 not much
2 lots 6 a number of / a few
1 There are piles of things on the floor and on top of furniture.
3 some 7 plenty of
There’s clothing and there are books and papers everywhere.
4 None of / All of 8 a little
2 No, we wouldn’t. This room is very disorganized and it would
take too long to find anything we need.
3 We’d start by putting all the dishes in the kitchen, and clothes Exercise 3 INTEGRATE
in the closet. Then we’d make space for different things. 1 Put students in pairs to complete the exercise. Direct them
to ask each other specific questions about their partner’s
Vocabulary Development statements—for example, What do you have under
Quantifiers your bed?
GO ONLINE
2 Have pairs share their answers with the class.
1 Write Count nouns and Noncount nouns on the board. Elicit Answers
examples from both categories, and write them under the Students’ answers will vary. Sample answers include:
correct headings on the board. Alternatively, bring in and Sentences 1, 2, 3, and 6 are true for me, but for my partner …
post or project photos of count and noncount nouns on
the board. t Exercise 4 WHAT’S YOUR ANGLE?
2 Ask students to call out different ways to quantify the Direct students to read the questions. Give students a
nouns on the board. Write their suggestions on the board. moment to think about their responses. Put them in pairs to
3 Have students read the information in the box. Ask: Are discuss the questions.
there any quantifiers in the box that are not on the board, or
vice versa? Answers
4 Read the example sentences aloud, having students
My favorite room is the kitchen. It’s got a big wooden table in
repeat after you with the correct stress and intonation.
the middle with two long benches on either side. I like it the
most because it is very light and it’s the place where we sit
around together and chat the most. My least favorite room is …
Level 4 Unit 7 97
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e Exercise 5 IDENTIFY 2 Put students in pairs or small groups to compare answers
1 Check students’ comprehension of decluttering. Elicit from and to give reasons for their choices.
students the key words they might hear in a podcast 3 Have volunteer call out their answers. Replay the audio,
about decluttering, and write them on the board. stopping after each item. Tell students to repeat what they
2 Play the audio while students write down key words heard on the audio and to call out the language features
they hear. that helped them determine the level of formality.
3 Have volunteers call out the words they hear. Check them Answers
against the words on the board. 2 Informal—use of informal words (kids, stuff), very informal
direct phrase (“Oh, come on”)
Answers 3 Semi-formal—no very informal words, one filler used (“do you
Students’ answers will vary. Sample answers include: know”)
decluttering, problems, things, stuff, no longer needed, getting 1 Official / formal—no extra / redundant phrases, no informal
rid of, (live) better and more simply words or expressions
Audio Script e CD 2, Track 21

e CD 2, Track 21
1 The time is now 10:30. The news headlines are at 11, but first e Exercise 7 APPLY
is this week’s edition of Trending Today. Today Liza Durham, 1 Direct students to look at what they are going to be
decluttering expert, reports on the problems of “things.”
listening for with speaker 1. Then replay the first item
2 Oh, come on, the kids bought into the idea, especially when
they realized they could make money by selling the stuff they no while students write their answers independently.
longer needed. 2 Go over the answers as a class by having volunteers call
3 Do you know, getting rid of these things can really help us live out the words and sentences they wrote down.
better and more simply. Yes, it’s hard, but it can be done.
3 Repeat steps 1 and 2 for the next two speakers.
Listening Skill Answers
Recognizing levels of formality 1 The time now is 10:30. 4 stuff
GO ONLINE 2 reports on 5 getting rid of
3 The kids bought into the idea. 6 it’s hard
1 Have students read the first two paragraphs of the
information in the box. Read the first two example e CD 2, Track 21
sentences aloud, and have students repeat after you with
correct stress and intonation. e Exercise 8 ASSESS
2 Have students identify the different parts of the sentences 1 Have students read the items and the possible answers.
that make them formal and informal. Check students’ comprehension of reward yourself and
3 Ask students to call out situations in which formal English changed their mind.
is used, and write them on the board. Have students read 2 Play the audio while students complete the exercise
the remaining paragraphs in the box. independently.
4 Point out that they read about three different levels of 3 Put students in pairs or small groups to compare their
formality. Elicit the levels from students, and write them answers. Go over the answers as a class.
on the board.
5 Read the remaining example sentences aloud, having Answers
students repeat after you with the correct stress and 1 c 2 a 3 b 4 a 5 c
intonation. Again, have students identify the features that
Audio Script
make each sentence formal, semiformal, or informal.
e CD 2, Track 22
Extra Practice Host The time now is 10:30. The news headlines are at 11, but first
1 Find three online videos illustrating speech in the is this week’s edition of Trending Today. Today Liza Durham,
different levels of formality, e.g., a university lecture decluttering expert, reports on the problems of “things.”
or a politician at a news conference, a small business Expert Do you throw away as much as you buy? No? Well, then,
you have been bringing more and more things into your
meeting, a clip of friends talking. Tell students you will
home every year. Look around … full closets? No floor
show a minute of each one, and ask them to note down space? I’ve been working with people with too much
language features that show that they are either formal, stuff since 2009, and, believe me, it’s not a healthy way
semiformal, or informal. to live. In recent years, a number of writers have been
2 Play one minute of one of the videos while students note looking for answers to this problem. Several writers
suggest that our stress levels and happiness will improve
down language features. Put students in pairs or small
when we declutter—that is, when we recycle, sell, give
groups to compare the features they noted. away, and throw away most of our things.
3 Have pairs or groups share their features. Then replay Now, I know that it isn’t easy to declutter, but when you
that excerpt, stopping and starting to confirm what think about it, many of your things have been sitting in
students heard. your home for years, not used, taking up space. Do you
know, getting rid of these things can really help us live
4 Repeat the previous two steps with the other two videos.
better and more simply? Yes, it’s hard, but it can be done.
I have two favorite strategies. The first is a monthly plan.
e Exercise 6 IDENTIFY On day 1 of the month, you get rid of one thing; on day 2,
1 Play the audio again while students complete the exercise two things go; and so on up to 31. By the end, you will
independently. have 496 fewer items—that’s a lot! You need to give

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yourself a reward at the end of the time—perhaps a 2 Ask volunteers to share any interesting ideas that came
meal out—but definitely not a shopping trip … out of their discussions with the whole class.
The other idea is to pack up all your things into boxes
and then just get out what you need when you need it. Answers
After a few weeks, you’ll find that most of your things
are still in the boxes—you don’t really need them. This
For me, the second strategy would work best because …
makes it much easier to give them away or sell them.
We have been putting these ideas to the test with
members of the public. Here’s what Ed and Sarah
Donaldson had to say.
Grammar in Context
Sarah We loved both ideas. Didn’t we, Ed? Present perfect continuous
Ed Yeah…we loved the ideas … the kids weren’t so happy GO ONLINE
when we tried the first one. They like their stuff all over
the floor. 1 Elicit from students what they remember having learned
Sarah Oh, come on, the kids bought into the idea, especially about the present perfect, especially that it expresses
when they realized they could make money by selling an action that started in the past and still relates to the
the stuff they no longer needed. present in some way. Instruct students to make sentences
Ed Yeah, honey, but only ’cause they wanna buy more stuff.
Expert Other listeners had different … in the present perfect simple and continuous, and have
them write their sentences on the board. If students
e Exercise 9 INTEGRATE haven’t already, have them add time phrases with for and
1 Put students in groups of three. Have them decide who is since to the sentences. Elicit from students the rules for for
Student A, B, and C. Tell students they will be hearing the and since.
second half of the audio again. Direct them to take notes 2 Go over the Grammar in Context box with students. Read
on the parts they are listening specifically for. aloud the example sentences, having students repeat
2 Play the audio while students make notes to use to after you with the correct stress and intonation.
complete their task. 3 If students started a tenses or verb forms notebook in Unit
3 Have students complete their tasks. 1, have them add the information in this box to it.
4 Go over the answers as a class. If necessary, replay the audio. 4 For additional practice, see Grammar focus on page 165 in
the Student Book.
Answers
Extra Practice
A: a monthly plan to throw away one item on day one, two on
1 Project or write the following two-line dialogues on the
day two, etc. board:
B: packing everything in boxes and only taking things out when A: Melia looks exhausted!
you need them, to see what you really need B: Yes, she …
C: the adults liked both ideas, but the children didn’t like the first A: This is the best paper you’ve done this semester!
idea until they found they could make money to buy more B: Thanks, I …
things A: Oh my goodness, look at all that snow.
B: Yes, it …
Audio Script A: Wow, he’s finished the book already!
e CD 2, Track 23 B: Yes, he …
Expert I have two favorite strategies. The first is a monthly plan. A: What a beautiful spread of food on the table.
On day 1 of the month, you get rid of one thing; on day B: Thank you, we …
2, two things go; and so on up to 31. By the end, you
2 Put students in pairs or small groups to complete the B
will have 496 fewer items—that’s a lot! You need to give
yourself a reward at the end of the time—perhaps a sentences in the present perfect continuous. Have them
meal out—but definitely not a shopping trip … use the last example sentence in the box as a model. Tell
The other idea is to pack up all your things into boxes them to use different time phrases for each dialogue.
and then just get out what you need when you need it. Circulate to help with vocabulary and form.
After a few weeks, you’ll find that most of your things
3 Put students in pairs. Tell pairs to choose one of the
are still in the boxes—you don’t really need them. This
makes it much easier to give them away or sell them. two-line dialogues and memorize it. Then have volunteer
We have been putting these ideas to the test with pairs perform their two-line dialogues for the class.
members of the public. Here’s what Ed and Sarah 4 Ask the other pairs if any had any different sentences,
Donaldson had to say. and have volunteers call out their sentences.
Sarah We loved both ideas. Didn’t we, Ed?
Ed Yeah… we loved the ideas … the kids weren’t so happy
when we tried the first one. They like their stuff all over
Exercise 11 APPLY
the floor. 1 Direct students to read item 1 and the given rewrite.
Sarah Oh, come on, the kids bought into the idea, especially Check that all students understand the task.
when they realized they could make money by selling
the stuff they no longer needed.
Ed Yeah, honey, but only ’cause they wanna buy more stuff. 3 Put students in pairs to take turns reading their rewritten
Expert Other listeners had different … sentences to each other.
4 Go over the answers as a class. Ask for volunteers to call
t Exercise 10 WHAT’S YOUR ANGLE? out alternative answers for each one.
1 Direct students to read the discussion questions. Put them
back in their groups of three from Exercise 9 to share their
thoughts. Remind them to give reasons for their answers.
Level 4 Unit 7 99
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Answers
1 I’ve been living in my current home for four years / since four
years ago. Lesson 7.2 Beauty All Around
2 I’ve been using my storage system for six months / since six Student Book pages 78 – 80
month ago.
3 I’ve been planning to clean up my place since last month / for Exercise 1 ACTIVATE
a month. 1 Ask students to write down the first three things they
4 I’ve been hiding things under the bed for years. think of when they think of the concept of a beautiful
5 I’ve been selling my old stuff online since January / for ___ place. Have volunteers share their thoughts.
weeks / months.
2 Direct students to look at the three images. Put students
in pairs to say what they see and to discuss the question.
Exercise 12 INTERACT Remind them to give reasons for their responses.
1 Elicit the how long question for the first sentence as a 3 Have volunteers call out their answers while you write
class, and write it on the board. Have volunteers call out them on the board. Tally the number of students who
different answers that are true for them. chose each image.
2 Give students a minute to think about the correct way to
make the questions for each statement. Then put them Answers
in pairs to interview each other using the Exercise 11 Students’ answers will vary. Sample answers include:
The photo of the countryside is the most beautiful for me
sentences rewritten as questions.
because …
3 Have volunteer pairs call out the questions and their
answers.
Answers 1 Direct students to read the discussion questions. Give
1 How long have you been living in your current home? them a minute or two to think about their own travel
2 How long have you been using your storage system? experiences and answers.
3 How long have you been planning to clean up your place?
4 How long have you been hiding things under the bed? 2 Put students in pairs or small groups to discuss the
5 How long have you been selling your old stuff online? questions.
3 Ask volunteers to share their answers with the class.
Answers
2 I’ve been using my storage system for a few months. Students’ answers will vary. Sample answers include:
3 I’ve been planning on cleaning up my place for ages. I’ve been to … and for me that was the most beautiful place I’ve
4 I’ve been hiding things under the bed since I moved in. ever visited because …
5 I’ve been selling my stuff online for a few weeks.
Exercise 3 ASSESS
1 Direct students to look at the two photos. Ask how they
Remind students that they are only reading the title, the
would characterize or describe the style of each of the
definition of aesthetics, and the topic sentences. Ask
rooms.
students how long that should take, eliciting no more
2 Give students a minute or two to choose their room and than an minute or two.
think of reasons why. Then tell students they are going to
stand up and ask each other which room style they prefer.
Go over suitable questions they can ask each other to do Answers
this part of the task. D A C B E
3 Have all students stand up and find three other students
who share their ideas. Have them sit down and talk about Exercise 4 IDENTIFY OXFORD REFERENCE
what it is that makes them prefer the room style they 1 Have students read the text more carefully.
chose. 2 Direct students to check their answers to Exercise 3. Ask if
4 Ask volunteers to share the reasons for their choices with anyone has changed their answers.
the class. 3 Call on volunteers to share their answers. If desired, have
Answers students explain how they reached their answers, using
Students’ answers will vary. Sample answers include: evidence from the text.
Our group prefers the room on the left. It is a modern room with
very little in it. The space is open, and it seems very clean. We feel Reading Skill
we could relax in it and that it would help us to think clearly. Recognizing and understanding forward and backward
references
GO ONLINE
1 Review the meaning of references and the pronouns we
use to make them. Have students call them out while you
write them on the board. Elicit from students that these
reference words are used to avoid repetition.

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2 Direct students to read the information in the Reading Extra Practice
Skill box. 1 Project or write the following questions on the board:
Extra Practice a How many different places have you lived in?
1 Write the different things pronouns can refer to on b How long have you been living where you currently live?
the board from the Reading Skill box: singular or plural c Where have you studied English?
subjects, a person or thing, something before or after the d What classes have you been taking this semester?
reference word, and a word, phrase, clause, or idea. e What movies have you seen in the past few months?
2 Put students into pairs or small groups to label each of f What kinds of movies or TV shows have you been choosing
the pronouns in the example sentences in the Reading to watch lately?
Skill box with one or more of the reference pronoun g What have you been eating for breakfast lately?
characteristics you wrote on the board. h What are the strangest foods you have ever eaten?
3 Go over the answers with the class. 2 Put students in pairs to take turns asking and answering
the questions. Tell students to answer the questions with
t Exercise 5 IDENTIFY true information about themselves. Circulate to listen
1 Have students complete the exercise independently. and provide assistance as needed.
3 Ask students which of the questions on the board
elicited present perfect sentences and which elicited
their answers. If they disagree, have them refer to the
present perfect continuous (present perfect: a, c, e, h;
characteristics of the reference words you wrote on the
present perfect continuous: b, d, f, and g)
board or that are in the Reading Skill box to help them
4 Have pairs write four questions of their own, some of
decide on the correct answer.
which will elicit present perfect and some that will elicit
3 Call on volunteers to share their answers. If desired, have present perfect continuous.
students describe each pronoun in terms of whether it is 5 Combine pairs to take turns asking and answering their
singular or plural, referring to a person or thing, referring questions.
to something mentioned before or after, or referring to a 6 Have volunteers share their questions and answers for
word, phrase, clause, or idea. the class.
Answers
1 the beauty of the 4 nature
Exercise 7 APPLY
environment 5 cave paintings 1 Review the position of helping verbs and subjects in
2 subjects 6 writing about the beauty questions with students. If necessary, do the first one
3 researchers and order of nature together.
2 Tell students to write the questions on another
Exercise 6 EXPAND piece of paper. Have students complete the exercise
independently.
1 Point out that this task is the opposite of what they did in
Exercise 5—they are finding the reference words rather 3 Put students in pairs to take turns reading their correctly
than what the reference words refer to. ordered questions.
2 Have students complete the exercise independently. 4 Go over the answers as a class by having volunteers call
out their questions.
answers. Tell students to discuss the characteristics of the Answers
words that refer to the underlined words (see Exercise 5). 1 What have researchers decided to do?
4 Have volunteers call out their answers. 2 What have they been doing since then?
3 How long have poets been writing about nature?
Answers 4 What has become broader over the past two centuries?
1 it 3 its, it 5 which 5 Which concept has also been changing?
2 we 4 so 6 it 6 What has increased the range of traditional aesthetics?
Grammar in Context Exercise 8 IDENTIFY

Present perfect and present perfect continuous 1 Have students scan the article for the answers to the
GO ONLINE
questions they wrote in Exercise 7. Have students
answer the questions on the same paper they wrote the
1 Elicit from students what they learned about the present
questions on independently.
perfect continuous in Lesson 7.1. Review the form
differences between simple and continuous in all tenses. 2 Put students in pairs to take turns reading their answers to
each other. Direct them to find evidence in the text if they
2 Direct students to read the information in the Grammar
don’t agree.
in Context box. Point out that the information in the box
refers to the meaning differences between the two forms, 4 Go over the answers as a class by having volunteers call
rather than the structure differences. out their answers.
3 If students started a tenses or verb forms notebook in Unit
1, have them add the information in this box to it.
the Student Book.
Level 4 Unit 7 101

4511179_WA_TG4.indb 101 5/10/19 12:30 PM

Answers Answers
Students’ answers will vary. Sample answers include: 1 attend / do well
1 They have decided to study the aesthetics of our 2 education
surroundings, the environment. 3 results / reviewed
2 They have been asking questions. 4 research / philosophy
3 Poets have been writing about (the beauty and order of ) 5 specialize
nature for about 2,400 years.
4 The concept of “environment” has become broader over the
past two centuries.
5 The concept of “aesthetics” has also been changing. 1 Check students’ comprehension of the subjects listed.
6 The aesthetics of environment has increased the range of Then have them order them in order of preference.
traditional aesthetics. 2 Put students in pairs to compare their orders and explain
their reasons.
Exercise 9 APPLY 3 Have volunteers share their first and last preferences. If
1 Have students complete the exercise independently. desired, tally students’ preferences on the board.
their completed two-line dialogues. Remind students Answers
to go over the reasons they chose to complete the
My first choice would be … because I really love …
sentences the way they did. Circulate to help as needed.
3 To go over the answers, have volunteer pairs read their
completed dialogues for the class. Go over the reasons for
each choice. If desired, have pairs choose one of the two-
line dialogues to memorize and perform from memory for Lesson 7.3 Travel Lessons
the class. Student Book pages 81 – 83
Answers
1 B: have been working
Exercise 1 ACTIVATE
2 A: Have … read 1 Have students read the six feelings in the box. Ask
B: have been reading students to label them positive, negative, or either. Ask
3 A: have been researching students to call out situations that make them feel each of
B: Have … tried these feelings.
4 A: have known 2 Have students read the directions and ask what they think
B: haven’t done a change of surroundings might mean. Give students a
minute to choose their top three feelings.
Exercise 10 VOCABULARY 3 Put students in pairs to tell each other the three feelings
1 Check students’ comprehension of all the words in they chose and to give reasons for their choices.
the box. 4 Have pairs call out their choices. If desired, tally students’
2 Direct students to complete the exercise independently. choices of feelings. Ask students to give reasons for their
3 Put students in pairs to compare their answers. choices.
4 Go over the answers as a class by having volunteers call Answers
out their answers. Students’ answers will vary. Sample answers include:
My top feelings were … I chose those feelings because …
Answers
1 review 5 do well
2 specialize 6 results Exercise 2 IDENTIFY
3 attend 7 research 1 Have students read the beginning of the travel blog
4 philosophy 8 education independently.
2 Put students in pairs or small groups to discuss how the
Oxford 3000 words writer used to feel.
education review philosophy results 3 Have volunteers call out their answers.
research attend do well
Answers
Exercise 11 INTEGRATE Students’ answers will vary. Sample answers include:
1 Direct students to work independently to complete the bored, not open to new people or surroundings
sentences.
2 Put students in pairs or small groups to check their Grammar In Context
answers and to say which sentences they agree with, Too and enough with the to infinitive
giving reasons for their answers. GO ONLINE
3 Go over the answers as a class, having volunteers call 1 Elicit a too and enough with the to infinitive sentence
out their completed sentences and saying whether they from students by asking students what they would say if
agree with them and why. If desired, tally the number of they were asked if they wanted to go swimming at the
students who agree with each sentence on the board. beach but it was only 50 degrees Fahrenheit or 15 degrees

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Celsius. Write on the board something similar to: I wouldn’t 3 Have volunteers call out some of their or their partners’
want to swim because it’s too cold to swim or It isn’t warm answers.
enough to swim. Ask students what the purpose of this
structure is, eliciting that it communicates a reason for Answers
something.
1 I’m usually too shy to talk to many of the local people.
2 Direct students to read the information in the Grammar in 2 I’m never patient enough to read a lot about the place I’m
Context box. going to before I go.
3 Read the example sentences aloud, having students 3 I’m always too busy to send my family postcards.
repeat after you with the correct pronunciation and 4 I’m often relaxed enough to sleep all day.
intonation.
4 For additional practice, see Grammar focus on page 165 in Exercise 6 IDENTIFY
the Student Book. 1 Direct students to look at the chart below the blog before
Extra Practice reading.
1 Explain that most sentences that use the structures in 2 Have students complete the exercise independently.
the Grammar in Context box can be said in both the 3 Put students in pairs to compare their charts. If they don’t
negative and the positive. Provide an example by asking agree, have them look for evidence in the blog.
students to say the first example sentence in the box but 4 To go over the answers as a class, write the chart on the
change bored to interested. board and have volunteers complete it with their notes.
2 Put students in pairs to change all the example
sentences from positive or negative using different Answers
adjectives. Students’ answers will vary. Sample answers include:
3 Project photos from the Internet or bring in photos cut 1 What: Slow down; How: Breathe, relax, look around, and enjoy
from magazines showing people doing or not doing the new place.
2 What: Simplify; How: live more simply, leave your phone in
things. Have students make sentences about them in
your bag, leave your laptop at home, take one small bag,
their pairs saying what they are either too + adjective
not two large ones, find a new, simpler life in your new
+ to infinitive to do or (not +) adjective + enough + to surroundings.
infinitive to do about each photo. 3 What: Be more open; How: Smile, speak, and listen to new
4 Have students call out their sentences. Have the class people
choose the sentences they think best describe each photo.
Exercise 3 IDENTIFY Writing Skill

1 Remind students to scan when looking for examples of Using a variety of sentence lengths
the structure in the article. Have students complete the GO ONLINE
exercise independently. 1 Direct students to read the information in the Writing
2 Have volunteers call out the answers. Skill box.
2 After they finish, check their comprehension by asking
Answers
what short sentences are particularly good at and what
lucky enough to go
too bored to enjoy they can use instead of a comma and a conjunction in a
open enough to appreciate long sentence.
Extra Practice
Exercise 4 APPLY 1 Ask students to find all the conjunctions in the Writing
1 Direct students to complete the sentences independently. Skill box in both the explanation and the example
sentences. Have volunteers call them out while you write
them on the board.
Direct students to go back to the essay for evidence if
2 Have students create shorter sentences from the long
their answer is different from their partner’s.
example sentences in the box. Ask them which sounds
3 Go over the answers as a class by having volunteers read better to them, pointing out that you need length
their completed sentences. variety and that short sentences are also important.
Answers 3 Point out that long sentences can easily become
1 not small enough grammatically inaccurate and that it is important to be
2 too expensive aware that every independent clause needs a main verb.
3 not brave enough Have students identify the independent clauses and the
4 too short main verbs in each independent clause in each of the
5 detailed enough example sentences.
t Exercise 5 WHAT’S YOUR ANGLE? Exercise 7 IDENTIFY

2 Put students in pairs to compare their answers. Tell
and to talk about the reason the author might have
students to ask each other questions about each other’s
decided to use short sentences where he / she did.
statements.
3 Have volunteers call out the answers.
Level 4 Unit 7 103

4511179_WA_TG4.indb 103 5/10/19 12:30 PM

Answers 2 Give students a few moments to brainstorm on paper
Students’ answers will vary. Sample answers include: some lessons they have learned while traveling. Remind
Short sentences: them that often lessons are learned through regrets or bad
Don’t be afraid. experiences. Circulate to help with vocabulary as needed.
Smile and speak. 3 Have students complete the charts from their
Long sentences: brainstormed notes.
The last of my top three is that we should learn to be more open
and to make new friends in the new place. Exercise 11 WRITE
Strangers are friends we haven’t met yet, and on vacation we can
1 Have students look at the bulleted checklist. Then direct
meet so many new people.
They could be other travelers or local people, and, yes, they
students to write their blog articles independently.
might be very different from us and our usual friends. 2 Give students some time to edit their blogs based on the
But we shouldn’t be too shy to speak, or not interested enough bulleted items while you circulate to offer assistance as
to listen. needed.
We need to be open to the world and everyone in it.
Exercise 12 SHARE
Exercise 8 APPLY 1 Direct students to read the three feedback items. Elicit
possible things students might like about an article. Also
1 Have students read the sentences. Circulate to check
review the language students might use to suggest
students’ comprehension.
improvements.
2 Put students in pairs to exchange papers, read each
3 Put students in pairs to take turns reading their sentences other’s blog articles, and give each other feedback.
to each other. Point out that there is more than one way Suggest that students make notes as they listen to their
to join the sentences together. partner’s suggestions.
4 Go over the answers as a class by having volunteers write
their sentences on the board. After all three sentences are Exercise 13 IMPROVE
on the board, have students work together to edit them, if Direct students to use the checklist and their partner’s
necessary, and then to call out any variations that they have. suggestions to revise their blog article. Circulate to offer
assistance as needed.
Answers
1 Read about the area, talk to local people, and learn more.
2 Don’t hurry, take your time, but remember that vacations 1 Put students in groups of five or six, and have them give
are for doing new things, too. / Don’t hurry, take your time; their blog articles to the person on their right. Tell them to
however, remember that vacations are for doing new take notes on the lessons that are similar to theirs and on
things, too. lessons that they find particularly interesting. Alternatively,
3 I like to be alone, because I enjoy it and I’m happy enough have half the class post their articles on the board or walls
by myself. and stand by them while half the class circulates, reading
all the articles and then exchanging roles and repeating
Exercise 9 INTEGRATE the activity.
1 Direct students to read the sentences while you circulate 2 Have volunteers call out students who had similar lessons
to help with any comprehension problems. Then have as theirs and the particularly interesting lessons they read
them complete the exercise independently. about.
2 Put students in pairs to compare answers before going Answers
over them as a class. Note again that there will be more Students’ answers will vary. Sample answers include:
than one way to rewrite the sentences. 1 Juana talked about learning the lesson of never taking her
3 Go over the answers as a class as you did in Exercise 8. eyes off of her luggage because once her luggage got stolen.
I wrote about that, too.
Answers 2 I found Ali’s lesson about trying new foods particularly
Students’ answers will vary. Sample answers include: interesting. That’s something I usually don’t do when I’m
traveling.
1 We’re used to doing the same old thing every day. We should
try new things to wake us up and show us the world in a
new way.
2 You don’t need to be nervous when things go wrong. You can
always find a different way to do things. For example, if there
is no Wi-Fi to check directions, you can always ask someone. Lesson 7.4 I’m Sorry to Say This
3 Many of us think we are too smart to learn anything new. Student Book pages 84 – 85
This obviously isn’t true. Also, what is the point of going
somewhere new if you don’t want to learn? Exercise 1 ACTIVATE
1 Direct students’ attention to the video stills. Put students
Exercise 10 PREPARE in pairs or small groups to describe what they see in the
pictures.
1 Elicit from students common travel mistakes that could
lead to lessons people might learn. Write some on the 2 Have students discuss the questions with their partners.
board. 3 Have volunteer pairs call out their answers.

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Answers 3 Read the example complaints, and have students repeat
Students’ answers will vary. Sample answers include: after you with appropriate stress and intonation.
1 Flights or hotels you want are fully booked or too expensive, Extra Practice
you can’t get confirmation of a booking, someone you are 1 Bring in several magazine photos of people not looking
traveling with has to change dates or cancel the trip.
happy for any reason or bad situations in general that
2 Yes, many times. I’ve …
complaints could be made about. Put students in small
groups to write a short dialogue in which people need to
r Exercise 2 IDENTIFY make complaints. Distribute a photo to each group, but
1 Have students read the questions. Then play the first part tell them not to let anyone else see it.
of the video. 2 Write the following on the board to be included in their
2 Put students in pairs or small groups to answer the dialogues:
questions. a Provide background information in conversation between
3 Call on volunteers to share their answers with the class. complainers.
b Greet the person they are going to complain to.
4 If needed, play the video one more time, and have
c Make a polite, fairly indirect complaint.
students put up their hands when they hear the problem
d Person responds without resolving complaint.
and the decision.
e Explain this isn’t satisfactory and restate complaint in a
Answers more direct way.
Students’ answers will vary. Sample answers include: f Person responds with a more satisfactory answer.
They don’t have any information from the travel agent about g Complainer(s) thank the person and ask when they will
their trip reservations, so they decide to go to see her. get their answer or hear from her/him again.
h Person responds and says goodbye.
r English for Real Video Unit 7 3 Circulate to help with ideas, vocabulary, and tone as
needed.
r Exercise 3 ASSESS 4 Have groups rehearse their dialogues.
1 Direct students to read the summary. Check students’ 5 Collect all the photos, and post them on the wall or on
comprehension of booked. the board.
2 Play the second part of the video while students fill in the 6 Have groups perform their dialogues for the class while the
blanks. Give students a moment to check their responses class guesses which photo their dialogue is based on.
before playing it again, if desired.
3 Put students in pairs or small groups to take turns reading Real-World English Strategies
the sentences with the blanks filled in.
Cultures differ in regards to not only what people
3 Call on volunteers to share their answers with the complain about (for example, in some cultures, it is
class. Put the numbers of the blanks students still have appropriate to complain when you are dissatisfied with
questions about on the board. the quality of food at a restaurant, while in other cultures, it
4 Replay the video. Have students raise their hands when is not), but also how complaints are made. Complaints that
they hear the answer to the ones they have questions are too subtle may be ignored, whereas those expressed
about. Stop the video and have students repeat what they as demands can be perceived as rude. Therefore, it is
heard. Then go over the exact words that go in the blanks. important for you to engage your students into activities
that focus on making complaints. Before your students
Answers watch the video, discuss the following points:
1 flight / trip Think of some situations when you were not happy with
2 five what happened or what other people did. Examples: The
3 Friday waiter brought you the wrong pizza.
4 Sunday What was your reaction? What did you say? Share with a
5 lose a day partner. Were your reactions similar or different? How?
6 a hotel room
Did the incident take place in America or in another
7 non-refundable / not refundable
8 apologizes country? Would you respond / react in the same way
9 tomorrow / the next day / the following day if it had happened somewhere else? What would your
10 train reaction be? Discuss with your partner?
What can you conclude about making complaints in
r English for Real Video Unit 7 different countries / cultures? What is your opinion about
making complaints in America?
Real-World English
Making a complaint r Exercise 4 INTEGRATE
1 Ask students what constitutes a successful complaint. 1 Have students read the options and mark which ones they
Write their answers on the board. Then ask them what think are correct.
the difference between a direct complaint and an indirect
2 Replay the video, and have students check their choices
complaint is. Elicit examples, and write them on the board.
independently.
Level 4 Unit 7 105

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3 Put students in pairs to compare their notes before going 2 When the individual students are ready, put them back
over answers as a class. If necessary, replay the video, with their partners to practice their role plays while you
stopping when each answer is given and having students circulate to listen, offering assistance as needed.
repeat after the video with correct stress and intonation. 3 Have volunteer groups perform their role plays for the class.
Answers Answers
1 b 3 b 5 b Students’ answers will vary. Sample answers include:
2 a 4 a 6 a A: Excuse me.
B: Yes.
Video Script A: I’m sorry to say that I have a few complaints.
r English For Real Video Unit 7 B: Oh I’m so sorry. What has been the problem?
Scene 1 A: Well first of all, the table you gave me was very small and very
Max Andy…have you heard from the travel agent yet? noisy.
Andy No! Nothing! B: Yes, I can see that. I’m so sorry. Is there anything else…
Max I have a mind to ring her up right now. A: Yes, in addition …
Andy Let’s go see her in person. B: Yes, well the cook is very busy today, but you are right …
Max Even better. A: And now I’ve asked you for a check three times and I still …
Scene 2 B: I’m so sorry. You are right. We happen to be very understaffed
Lisa No… oh no!! today but I realize that is no excuse. Please accept my apology.
Andy Hello, Lisa. Uh, I don’t know if you remember us… Andy and A: Well…
Max?
Lisa Oh, yes, of course. Have a seat.
Andy Uh, we’ve been waiting to hear from you. It’s been five days Exercise 7 ANALYZE
already.
Max Right. And we’re supposed to leave next Friday.
1 Have groups discuss the questions together. Circulate to
Lisa I’m so sorry… there are no flights next Friday. Just Sunday! offer assistance as needed.
Andy What? That’s not good enough. 2 If desired, have students redo the role play with different
Max We’ll lose an entire day of our holiday! roles and make it more indirect or direct than the first time.
Lisa But I was able to book you at a great hotel!
Max Are the rooms refundable?
Lisa Oh, uh… no. But I…
Andy I’m sorry to say this, but you shouldn’t have gone ahead with 1 Give students a minute or two to think about the
those hotel reservations. questions.
Lisa You’re right. I apologize.
Max And we need to know what you’re going to do about it…
2 Put students in pairs or small groups to share their
Lisa I’ll get you a solution as soon as possible. I’ll call you memories of the last time they complained about things
tomorrow. both successfully and unsuccessfully. Remind them to
Andy We’d appreciate it. Thanks. give background information and say why they think their
Max What should we do? complaints were or weren’t successful and what they
Andy Let’s take the train! We can be there by Saturday morning.
could have done differently.
Exercise 5 ANALYZE
1 Put students in pairs to discuss the questions.
3 If desired, replay the video, stopping to have students
Lesson 7.5 A Place to Study
say the alternative option in Exercise 4 and then to create
appropriate responses. Exercise 1 ACTIVATE
Answers 1 Have each student brainstorm an individual list on a piece
1 B—(1) no apology included / (2) It would probably get a of paper.
similar response. 2 Call on volunteers to share their responses with the class.
2 A—(1) softening with perhaps in B / (2) It would probably get
less of an apology from the other person. Answers
3 B—(1) directly addresses the person (“You’re right.”) / (2) The Students’ answers will vary. Sample answers include:
other person may still want to know they are right. I have studied in my bedroom, in the library, on the bus, …
4 A—(1) shorter, no introductory phrase / (2) It would be easier
for the other person to give a less direct answer.
5 B—(1) says what the person will do, and when / (2) Not giving t Exercise 2 WHAT’S YOUR ANGLE?
any expectations about solutions and timeframes, so the 1 Have students work independently to brainstorm on
other person may be less demanding. paper a list of the features and conditions important
6 B—(1) specifying the person and thanking them directly / to them.
(2) Less connection made with the person, therefore, less help 2 Postpone going over students’ ideas until after Exercise 3.
forthcoming.
Answers
Exercise 6 INTERACT Students’ answers will vary. Sample answers include:
I like studying in places outside of my home. My home is too
1 Put students in groups of three, and have them decide on comfortable, and I’m afraid I would take naps or watch TV. So,
their roles. Then give them time to read their situations I really prefer places that have a little bit of noise but are also
independently. places where I can have drinks and snacks. That way there is no
excuse for me to leave, so I can continute studying.

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Exercise 3 INTERACT Speaking
1 Put students in pairs to complete the exercise. Circulate to Talking about similarities and differences
help with vocabulary as needed. GO ONLINE
2 Have pairs tell you the three features or conditions they 1 Ask students to call out the two main things involved in
both consider important. If desired, have them write their making comparisons, i.e., similarities and differences, and
list of three on the board. write them on the board. Ask students what signpost
Answers language they use to signal they are going to talk about
Students’ answers will vary. Sample answers include: these two things, and list them on the board as well.
The three features and conditions we both found important 2 Have students read the information in the Speaking
include quiet, good coffee, and a lot of light. box. Read the signpost words and phrases and sample
sentences. Have students repeat after you with the correct
e Exercise 4 IDENTIFY stress and intonation.
1 Review Venn diagrams with students. Ask what goes in Extra Practice
the overlapping part of the diagram, and what goes in the 1 Put students in groups of five or six. Tell them they are
two non-overlapping parts of the diagram. Point out that going to think of as many similarities and differences
students are just labeling the two circles with the names as they can for the topics you supply them. Explain that
of the two study places on the recording for the moment. within the groups, students will take turns going around
2 Play the audio, and have students work independently to the circle saying first a similarity, then a difference, then
label the two circles. a similarity, and so on, using the signpost words and
3 Have volunteers call out the two labels. phrases in the box until they can’t think of any more.
Have students designate one student in each group
Answers to keep a record of the similarities and differences
a coffee shop and a library mentioned.
2 Write the following topic on the board to be compared:
Audio Script
Vacations spent at home and vacations spent away from
e CD 2, Track 24 home.
The best place I’ve ever studied is a little coffee shop behind my
3 Tell groups to let you know when they can’t think of
college. It’s a sort of a secret, actually, as no one else seems to know
about it. It has big tables, similar to the college library, and both
any more similarities and differences. Have the group
places have really good Wi-Fi, but the atmosphere of the coffee shop recorder report their similarities and differences to the
differs from the library so much. I work really well when I can get class. The group with the most wins.
great coffee, a good view from the window, and enough space to 4 Write another topic on the board and repeat the process.
spread out without people disturbing me. The coffee shop gives me Make sure the student in each group that started with
all of that. similarities now starts with differences.
In contrast, the library has never been a good place for me to study.
5 Continue the game as long as it is useful.
It’s always too full of friends and classmates to get any work done.
The coffee shop is so peaceful, while the college library is always
so noisy, despite the librarians telling people to be quiet. The two
places are alike in that I have to actually get out of my pajamas to 1 Have students read the extracts first and think about the
get to them. That’s actually an important point because I’m definitely signpost words and phrases that would best fit.
not very productive when studying at home. However, despite the 2 Replay the audio and have students complete the exercise
good points the two places have in common, I’d choose my coffee
independently.
shop any day. I’ve been going there for about a year now, and my
grades are getting better and better. 3 Put students in pairs or small groups to take turns reading
their completed sentences to one another.
e Exercise 5 ASSESS 4 To go over the answers as a class, replay the audio for
1 Tell students they will be listening again. Ask what students, having students raise their hands when they
information they are going to be writing in each of the hear the signpost words or phrases they are listening for.
three circles. Point out that students should just make
notes, not write sentences. Answers
1 similar to 3 while
2 Play the audio, and have students work independently to 2 differs from 4 alike
complete the diagram.
3 Draw the diagram on the board, and have different Audio Script
volunteers come up to the board to complete it with their
e CD 2, Track 25
notes. If necessary, replay the audio to help students add 1 … It has big tables, similar to the college library…
anything that might be missing. 2 … the atmosphere of the coffee shop differs from the library so
much.
Answers 3 The coffee shop is so peaceful while the college library is always
Students’ answers will vary. Sample answers include: so noisy …
coffee shop: great coffee, good view, enough space, 4 The two places are alike in that I have to actually get out of my
peaceful / quiet pajamas to get to them.
library: full of friends and classmates, noisy
both: big tables, good Wi-Fi, have to go out to them
e CD 2, Track 24
Level 4 Unit 7 107
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Pronunciation Skill Go!
Sentence stress 1 Have students stand up and move so they have a little
GO ONLINE space to move around.
1 Review what students learned in Lesson 1.2 about 2 Elicit the stressed words for the first sentence.
sentence stress: English is a stress time language, meaning 3 Read the first sentence aloud. While doing this, “step”
that the words with the most important information are the sentence. Take big steps for the stressed words and
stressed and the unimportant words are said faster to small steps for the reduced words. For instance:
fit into the rhythm of the sentence. To illustrate, this say
TELL ME WHY
the following sentences while beating the rhythm with
a pencil on the table: Today we’re going to study sentence
stress. We didn’t study sentence stress yesterday. Ask students
to say which words are stressed in each sentence. YOU WANT TO GO.
Extra Practice © Tamara Jones
1 Tell students that you are going to read the information
in the Pronunciation Skill box and you want them to read
4 Have students chorally repeat and mirror your steps.
along and underline the stressed words. 5 Repeat with the remaining sentences.
2 Read the sentences one by one, stopping to have
students tell you which words they underlined. e Exercise 7 NOTICE
3 Put students in pairs or small groups to identify the types 1 Replay the audio, and have students work independently
of words they underlined and to see if they matched the to write down the stressed words in each sentence. If
information in the box, i.e., that they are nouns, verbs, necessary, replay the audio for students to check their
adjectives, adverbs, negatives, or long conjunctions. answers.
4 If desired, replay the video recordings from Lesson 7.4 and
have students first identify the stressed words and then
repeat them after the speaker with the correct stress. 3 Go over the answers with the class. Replay the audio,
stopping to have students repeat with the correct stress.
More to Say…Note Answers
Sentence stress is a notoriously challenging and frustrating 1 It has big tables, similar to the college library…
pronunciation skill for students to master. When speaking, 2 …the atmosphere of the coffee shop differs from the library
students simply don’t have time to think about what kinds of so much.
words they are using and whether they should be stressed 3 The coffee shop is so peaceful, while the college library is
or not. To complicate matters, these “rules” only apply to always so noisy.
neutral stress. When we use focus, we can stress words we 4 The two places are alike in that I have to actually get out of
would normally reduce. Teachers need to be prepared for my pajamas to get to them
student frustrations and remind students that sentence
stress is important for making their speech listener-friendly.
e CD 2, Track 26
However, memorizing what kinds of words are stressed won’t e Exercise 8 IDENTIFY
be an efficient way to master this skill. In fact, the purpose of
1 Direct students to read the signpost words and phrases in
learning about sentence stress is to start to think about and,
the box and complete the exercise independently.
consequently, listen for speech rhythm in English.
2 Put students in pairs to take turns reading the sentences
More to Say…Activity to each other with the words they chose stressed.
Focus: Working as a whole class, students practice Circulate to listen to students’ stress.
sentence stress. 3 Play the audio while students check their answers. Replay
Grouping Strategy: Whole class the audio, stopping to have students repeat the sentences
with the correct stress and intonation.
Activity Time: Five to ten minutes
Ready, Answers
1 Prepare a list of 5-7 short sentences. 1 The library closes at eight, while the coffee shop is open
until ten.
Set… 2 Both study areas have big windows and lots of natural light.
1 Write the sentences on the board. 3 It’s always too cold in there. In contrast, this room is too hot.
2 Give students 2-3 minutes to read the sentences aloud 4 The two places have absolutely nothing in common.
and think about their (neutral) sentence stress.
e CD 2, Track 27

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Exercise 9 PREPARE
Have students create a diagram outlining the similarities and
differences of two study environments while you circulate to
help with ideas and vocabulary.
Exercise 10 IMPROVE
1 Review with students how to give good feedback. Remind
them to first tell their partners what they liked about their
descriptions and then offer a suggestion or two of how to
make the description clearer.
2 Put students in pairs to take turns using their diagrams
to describe their two study environments and to listen to
their partner’s feedback.
1 Give students a moment to think about the feedback
they received in Exercise 10 and see if they can make any
changes in their descriptions.
2 Put students in groups to take turns describing their two
study environments and then to ask questions when they
are listening.
Level 4 Unit 7 109

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3 Direct pairs or groups to discuss the questions. Remind
students to give examples to illustrate their points.
Unit 7 Review 4 Ask students to write a “quote” about the effect of an
Student Book page 153 environment on a person’s mind or well-being, or to
find one in their own language and say what it means in
Vocabulary English. Monitor and help with vocabulary.
Exercise 1 5 Have them share their quotes with the class.
Answers the podcast and add their comments to the discussion
1 several 3 not much 5 None of board.
2 a few 4 Most of
Zoom In
Exercise 2 Exercise 7
Answers 1 For Task 1, give students a moment to think about
Students’ answers will vary. Sample answers include: what they have been doing to change or improve their
1 … get most well-paying jobs. surroundings. For those who say they haven’t been,
2 … between 18 and 20 or as soon as you think you are certain. ask them to think of how they could improve their
3 … necessary for all graduate programs. surroundings. Then, put students in pairs or small groups to
4 … reliable research techniques.
take turns telling each other their recent actions or plans.
5 … get a degree.
2 For Task 2, have students work independently to write
GO ONLINE Encourage students to go online to play the a postcard to send to a friend. Recommend they write
vocabulary game. about the surroundings or environment pictured.
Circulate while they write to offer assistance as needed.
Grammar 3 For Task 3, put students in groups of five or six to take
turns telling each other about the places they chose.
Exercise 3 Direct students to think of questions to ask each other
Answers about the place they chose and the reasons they want to
1 I’ve been traveling / for go there.
2 They’ve been cleaning up / since
3 She’s been attending / for Answers
4 We’ve been waiting / for Students’ answers will vary. Sample answers include:
5 He’s been studying / since 1 I’ve been going through my closet and giving away or
throwing away all the clothes I no longer use.
2 Dear ___, I hope all is well with you. I went to this river the
Exercise 4 other day and thought of you. The water was very cool and
refreshing. Remember when we went swimming in that river
Answers in _____? Write me when you get a chance …
1 I’ve been working hard since 10:30. 3 This is a photo of a beach town in Bali that I’d really like to
2 I’ve been eating all day. visit. It looks very exciting. I hear the water is very warm, and
3 We’ve been tidying up for hours. that there is very good surfing there …
4 Yes, I’ve been reading the second one since yesterday.
5 We’ve been washing the car.
Exercise 8
Exercise 5 1 Tell students to think about how they did on each of
the tasks.
Answers 2 Remind them that they can review the online activities for
1 stayed 4 been working any skills they need more practice with.
2 been doing 5 made
3 visited Answers
grammar game.
Discussion Point
1 Draw students’ attention to the quote. Check students’
comprehension of anonymous.
groups to discuss the meaning of the quote. Check
that students understand the humor and faulty logic
in it.

4511179_WA_TG4.indb 110 5/10/19 12:30 PM

Wide Angle Teacher’s Guide Unit 8 Change
Unit Overview 8.3 A Working Future
Listening Skill Predicting while listening
Introduction to the unit Grammar in Context Will and the future continuous
The title of this unit—Change—summarizes the main Vocabulary Development Future time phrases
themes: our use of developing technology, new ways we • Learn to use speakers’ pauses to take times to reflect and
listen to music and watch movies and TV, the changing make predictions
ways we will be working in the future, and listening to
• Use will + infinitive without to and the future continuous
ideas about and speculating on what the next big thing in
to make predictions about future events
technology will be.
• Use future time phrases to specify time in the future
In Lesson 8.1, the theme of change is reflected in the
following activities: a discussion about students’ use of • Time phrases related to the future (Oxford 3000)
different technologies in our world today, a study of
understanding the language of contrasting points, a
8.4 Promises, Promises
reading about the development and use of technology, and Real-World English Promising
learning technology vocabulary. In Lesson 8.2, different and • Practice using language of promises when requesting
changing ways to listen to music and watch entertainment something
are focused on in exercises that include reading about the • Demand promises from others when they are asking you
change in the way we digest media, using the first three something
conditional forms in talking and writing, and writing a • Watch a video on asking to borrow something, asking
for-and-against essay about a current technology issue. someone to do something for you, and making a promise
In Lesson 8.3, students will think about how technology
will change the work world while listening to a workplace 8.5 The Next Big Thing
podcast. They will also focus on using will and the future Pronunciation Skill Linking vowels with vowels
continuous, using future time phrases, and making Speaking Speculating about the future
predictions for the both the short-term and long-term
• Recognize the extra sounds between certain words
future. In Lesson 8.4, students will practice ways to make
ending and starting with vowel sounds
promises when requesting something to reassure the
person you are attempting to borrow from in the Real- • Use modal verbs to speculate and make predictions
World English Strategies. Finally, in Lesson 8.5, the exercises • Discuss the future with other students
summarize what students have learned about the theme
of change by having them listen to people speculate about Resources
what the next big thing in technology will be and practice Class Audio CD 2, Tracks 28–37
speculating about the same thing with other students using Workbook Unit 8, pages 50–56
modals.
The History of the English Language (9780194233972)
Lessons Teacher’s Resource Center
Assessments: Unit test
8.1 What Next? English For Real video
Reading Skill Understanding contrasting points
Grammar focus
Grammar in Context Talking about the future
Grammar PPTs
• Recognize contrasting arguments and views when
Grammar Worksheets
reading by noticing contrast signpost language
• Use the different ways of talking about the future correctly
Vocabulary cards
• Vocabulary related to downloading (Oxford 3000)
Newslea articles
8.2 New Ways Word list
Writing Skill Using cause and effect linking words
Grammar in Context Zero, first, and second conditional
• Include information about causes and effects in writing
• Correctly use the zero, first, and second conditional in
writing and speaking
Level 4 Unit 8 111

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Unit Opener Answers
1 Shocking things that happen to people make them change
The unit opener photo shows a doctor looking at an X-ray in
such as deaths, births, moving homes or schools, divorce,
an imaging room. The photograph relates to the unit theme losing a job, and the addition of new technology can make
and subsequent exercises because it focuses on the impact people change.
the development of X-ray technology has had on medicine. 2 Most change is driven by need.
3 My being able to take online courses has changed my life
Photographer because it is easier to study and work.
Quinn Ryan Mattingly
Quinn Ryan Mattingly (b. 1979, USA) is a freelance r Video Script
photographer and videographer based in Vietnam for The doctor is examining an X-ray in a hospital in Vietnam.
more than a decade. Having first moved abroad after When our bodies change and something becomes wrong
university graduation, he was moved by a year in Europe with our bodies, a doctor can look at us and figure out how
to change continents, first landing in South Korea in to fix the problem.
2005. This would spark his interest in photography. He Many things can make people change. It can be caused
accepted the invitation of a friend to visit Vietnam in by themselves, their environment, or even their friends
2006, immediately falling in love with the country and or family. I have changed a lot since I was a kid, not only
the lifestyle. His personal work focuses on long-term physically, but in my thinking. I have traveled the world,
photojournalistic projects, telling the stories of the less which has changed the way I view the world and the people
than fortunate residents of Vietnam and the South East who live on Earth with us, becoming more interested in and
Asia region, while his professional work is split between sympathetic towards different kinds of people.
editorial and commercial assignments and commissions
Technology has greatly changed how I do my job. When
for many various local and international clients such as
I started, photographs were made only by film. Today, we
The New York Times, The Washington Post, the World Health
have very advanced digital cameras and other high-tech
Organization, the Global Fund, and Samsung, among
tools that make my job much easier and more fun.
many others.
Exercise 1
Unit Snapshot 1 Have students read the activities in the box, and give
1 For question 1, check students’ comprehension of GPS. Ask them a minute to think about the ways technology has
them if they have ever used GPS in any form of art, and if changed the way people do these activities.
they haven’t, ask if they can imagine how it could be used. 2 Put students in pairs to discuss their ideas. Circulate to
2 For question 2, ask students how they access music now help out with vocabulary as needed.
as compared to how their parents might have listened to
music. Answers
3 For question 3, have students think about their own The use of microwaves has made cooking much faster.
answer to the question, and then scan for the answer Smart watches that monitor our heart rates and exercise routines
given in the text to see how it compares. has changed the way we think about exercise.
Discussion Questions
Exercise 2
picture. When you ask students to describe the image, 1 Have students think about the question and choose their
provide words and phrases to help them as necessary, for top three independently.
example, X-rays, lab coats, or images. Ask specific questions 2 Put students in pairs or small groups to share their ideas.
about the picture: Where do you think this doctor is? Why is 3 Have volunteer pairs call out their choices. Ask them to
he smiling? How is he dressed? What do you think is behind give reasons for their choices. Write all the options on the
the X-ray? Have you ever had an X-ray? board, and tally the class’s choices.
Answers
where Quinn Ryan Mattingly answers these questions We both decided driving is one of the top three things that
from his perspective. Play the video for students as many technology will change in the future because of driverless cars.
times as needed to check comprehension and discuss any
vocabulary items.
Real-World Goal
3 For the first question, ask students to think of something
that changed them or someone they know. For the By the end of this unit, students will be able to change their
second question, discuss the difference between personal daily routine for a week because they will have learned
change and social change. For the third question, ask different ways to talk about the future, vocabulary specific to
students to talk about specific examples of technology future technology, future time phrases, and the zero, first and
that has changed their lives and to say specifically in second conditionals to talk about the future.
what ways their lives have changed. Remind students to
provide examples to support their ideas.

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Extra Practice
1 Put students in pairs to write three pairs of sentences,
Lesson 8.1 What Next? one of which will show a contrasting point to the other.
Student Book pages 88 – 90 Tell them to use three different signpost words or
phrases. Circulate to help with vocabulary and structure.
Exercise 1 ACTIVATE 2 Project students’ sentences on the board, or have
1 First, direct students’ attention to the title of the lesson. student volunteers write their sentences on the board.
Ask students if they or anyone they know loves new 3 Have students edit the sentences on the board where
technology and is always buying the next big thing. Have needed.
volunteers share their thoughts. Ask students how this
relates to the title of the unit and what they think the Exercise 4 IDENTIFY
lesson will be about. 1 Have students complete the exercise independently.
2 Put students in pairs. Direct students to look at the photos 2 Put students in pairs to compare charts.
and say what they see in the photo. Then have them 3 Have volunteers write their charts on the board.
discuss the questions.
3 Have volunteer pairs call out their answers. Answers
The Internet:
Answers Argument: It has made some things better
Students’ answers will vary. Sample answers include: Contrasting argument: It has caused problems as well.
1 We’ve never used a drone or a self-driving car. X-rays:
2 This week we’ll definitely use our smartphones, and Argument: It is used for medical purposes nowadays.
possibly GPS. Contrasting argument: It didn’t have a serious use when
3 We might use drones and self-driving cars in the future. discovered.
Exercise 2 ASSESS Exercise 5 INTEGRATE

1 Direct students to think about what they know and don’t 1 Direct students to read the text more carefully and then
know about GPS and X-rays independently. complete the exercise independently.
2 Put students in pairs or small groups to share their ideas. 2 Put students in pairs to compare answers. Go over the
3 Have volunteers call out their answers. answers as a class.
Answers Answers
Students’ answers will vary. Sample answers include: 1 c—although
We know that GPS is from satellites so maybe we’ll read about 2 a—actually
the different types of satellites and how many there are. 3 b—however
Exercise 3 IDENTIFY OXFORD REFERENCE Grammar in Context

1 Have students skim the article. Then have them read the Talking about the future
list of topics. GO ONLINE
2 Have students read the article and then complete the 1 Elicit from students all the different ways they can think
exercise individually. of to refer to the future, both certain future and possible
3 Have pairs share their answers with the class. future. Write the forms they call out on the board.
2 Go over the Grammar in Context box with students. Read
Answers aloud the example sentences, having students repeat
3 1 4 2
after you with the correct stress and intonation.
3 If students started a tenses or verb forms notebook in
Reading Skill Unit 1, have them add the information in this box to it.
Understanding contrasting points 4 Have students tell you the two situations outlined in the
GO ONLINE information box for using the future, i.e., predictions and
1 Ask students to call out any contrast signpost language plans. Remind students that different forms are used to
they know, e.g., on the other hand, in contrast. Write it on talk about different types of future situations.
the board. 5 For additional practice, see Grammar focus on page 166 in
2 Have students read the information in the box. Ask the Student Book.
students how many of the signpost words and phrases Extra Practice
from the box are on the board. 1 Find a two- or three-minute clip from a futuristic film on
3 Check students’ familiarity with the contrasting points YouTube or another site on the Internet. Write will, be
signpost language in the box. going to, and might on the board.
4 Read the example sentences aloud, and have students 2 Explain that you are going to play the video clip and
repeat after you with correct stress and intonation. students should take notes on things they see in the
video that we don’t have at the moment, e.g., robots,
flying cars, personal space rockets, etc. Circulate to help
with ideas and vocabulary. Replay the video if needed.
Level 4 Unit 8 113

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3 Put students in pairs or small groups to write prediction t Exercise 10 WHAT’S YOUR ANGLE?
sentences using will, be going to, and might about what 1 Put students in pairs to compare their plans. Have partners
they saw using their notes. ask each other questions about their plans, e.g., why they
4 Have volunteers call out their sentences. plan to do that, when they plan to do that, etc.
Exercise 6 IDENTIFY 2 Go over students’ plans as a class by having volunteers call
out their plans. If desired, have students make sentences
in the negative for the ones they don’t plan on doing.
by taking turns reading sentences from the text. Tell them Answers
to give reasons for their choices when they don’t agree. Students’ answers will vary. Sample answers include: I plan to
3 Have volunteer call out their answers. buy a new phone. I want a new smart phone because I want to
see if I can use it in place of a computer.
Answers
1 is going to 4 will 7 might Exercise 11 VOCABULARY
2 are going to 5 might
3 won’t 6 will 1 Put students in pairs to complete the activity. If necessary,
do one as an example.
3 Combine pairs to take turns sharing their definitions.
1 Direct students to reread the text to complete the exercise
independently. 4 Go over the definitions as a class. Ask for students to call
out the alternative answers for each one.
2 Go over the answers as a class by having volunteers call
out the contrasting arguments. Answers
Answers handheld: designed to be held in the hand
For supporters of technology, the new ways of carrying access: to obtain or retrieve information stored in a computer’s
technology will be positive as they will make our life easier. memory
For other people, this will be a problem as it will be more difficult upload: to send (data) from one computer to another, typically
to avoid technology. to one that is larger or remote from the user or functioning as a
server
Exercise 8 INTERACT browse: to look for or to look at information on a computer,
especially on the Internet or a specific website
1 Put students in pairs to talk about their ideas using the
virtual: not physically existing as such but made by software to
phrases listed. appear to do so
2 Have volunteers share their thoughts with the class. Tally applications: programs or pieces of software designed to fulfill a
students’ ideas by finding out how many students agree particular purpose
with both sides of the argument. If desired, have students download: to get (data) from one computer system to another,
get into teams and debate their positions. typically over the Internet
Answers
Oxford 3000 words
I don’t think people will agree to have technology implanted in upload (v) download (v)
them because they will be scared of the long term side effects
that people might not know of yet. Exercise 12 INTEGRATE
Exercise 9 APPLY 2 Put students in pairs to take turns reading their sentences
1 Remind students that plans are a different type of future to one another.
than predictions. Review with them the two different 3 Have volunteer pairs call out their completed sentences.
forms they can use. Have students read the situations
Answers
in parentheses. Check students’ comprehension 1 access 4 upload / download
of wearable. 2 applications 5 virtual
2 Direct students to complete the exercise 3 handheld 6 browse
independently.
3 Postpone going over the answers until after Exercise 10. t Exercise 13 WHAT’S YOUR ANGLE?
Answers 1 Direct students to look at the photo. Ask students what
Students’ answers will vary. Sample answers include: the boy is doing and for what purpose they think the
1 I’m going to buy a new phone. / I’m buying a new phone next technology is being used.
month. 2 Give students a minute or two to think about how they
2 I’m going to have an X-ray. / I’m having an X-ray on Friday. will answer each of the questions. Then put them in
3 I’m going to try out a wearable device someday. / I’m trying groups to discuss their questions.
out a wearable device this weekend.
4 I’m going to use a GPS on my next trip. / I’m using a GPS this
3 Ask volunteers to share their ideas with the class.
evening.
5 I’m going to have a day without technology at some point. /
I’m having a day without technology this week.

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Answers Writing Skill
Students’ answers will vary. Sample answers include: Using cause and effect linking words
1 Our group feels that we will still access information from
GO ONLINE
handheld devices the way we do now.
2 We think that we will not be able to live without wind power. 1 Review the meaning and purpose of linking words. Have
students call out examples while you write them on the
board. Then ask students to call out cause and effect linking
words specifically while you write them on the board.
2 Direct students to read the information in the Writing
Lesson 8.2 New Ways Skill box.
Student Book pages 91 – 93 3 Read the example sentences, having students repeat after
you with the correct stress and intonation.
Exercise 1 ACTIVATE 4 Note that some students will know the linking phrase as a
1 Ask students to call out what they see in each of the result of and might get confused with that and as a result.
images, or put students in pairs to tell each other what Point out that the former is used to signpost a cause while
they see. the latter is used to signpost a result.
2 Have students call out or talk in pairs about how they
listen to music and watch movies. Remind them to give Extra Practice
reasons for their choices. 1 Put students in groups of eight to ten to play a chain
game with causes and results. Have them sit in a circle
Answers facing one another.
Students’ answers will vary. Sample answers include: 2 Direct students’ attention to the cause and effect words and
Most of us download music and movies off the Internet. phrases from the Writing Skill box on the board; rewrite
them if necessary. Write the following on the board:
Exercise 2 IDENTIFY Most young people are texting instead of talking to their
1 Direct students to read the two questions. Give students a friends these days. As a result, people are spending more
limited amount of time to skim the essay. time alone.
Because people are spending more time alone …
2 Have students answer the questions in pairs.
3 Tell students they will be taking turns making cause
3 Ask volunteers to call out their answers. and effect sentences using the effect in the previous
Answers student’s sentence as a cause and making up a new
1 movies, television, music result. Explain that they are to use different cause and
2 streaming, downloading, buying DVDs, Blu-ray discs, CDs, and effect linking words each time. Have groups designate
vinyl records one student to be the recorder and to write all their
sentences down.
4 The group that finishes first wins. Call on the recorder
Exercise 3 INTEGRATE of the winning group to read all of the sentences. If
1 Have students read the text more carefully to complete possible, project them on the board so students can edit
the exercise independently. them for grammar.
2 Put students in pairs or small groups to compare their 5 Write another sentence on the board that will be
notes. relevant to your students and play the game again.
3 Write the plan in the book on the board, and have
volunteers come up to the board to complete different Exercise 4 INTERACT
parts of the notes. 1 Put students in pairs to complete the exercise.
2 Have pairs share their answers with the class.
Answers
Student A
Introduction:
The main advantage of streaming or downloading is that it is
streaming /downloading music or movies is better than using quicker and easier since you don’t have to go to a store.
CDs or DVDs cause: you don’t have to go to a store; effect: streaming or
For / advantages: Against / disadvantages: downloading is quicker and easier
quick + easy you don’t own it There is almost no limit to choice—unlike in a store—as you
buy anytime and from downloads can be deleted can usually stream or download things from anywhere in
anywhere the world.
CDs / DVDs have information on box
cause: you can usually stream or download things from
almost no limit to companies/musicians benefit more anywhere in the world; effect: there is almost no limit
choice from CDs / DVDs to choice
virtual storage or no Another advantage is that the box CDs and DVDs come in
storage can have useful information. Therefore, while you listen, you
Conclusion: can read about the songs, for example.
streaming / downloading has positive points, but prefer cause: the box CDs and DVDs come in can have useful
buying CDs and DVDs because a hobby musician and like information; effect: you can read about the songs while you
owning physical media listen
Level 4 Unit 8 115

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Student B Answers
The musicians and movie companies also benefit more from Zero conditional:
this due to difficulty with sharing. If you have (simple present) a credit card and access to the
cause: difficult with sharing; effect: musicians and movie Internet, you have (simple present) access to movies and music
companies benefit more from [the sales of CDs / DVDs] anytime.
Downloads can sometimes be illegal, so the musicians and First conditional:
movie companies don’t get any money from them. If you forget (simple present) the Wi-Fi password, you won’t be
cause: downloads can sometimes be illegal; effect: musicians able (will + infinitive without to) to watch the movie.
and movie companies don’t get any money from them … Second conditional:
I personally still prefer to buy the DVD or CD—or even the vinyl If I recorded (simple past) a song, I would want (would + infinitive
record. This may be because of my hobby, which is playing the without to) people to pay to download it.
guitar.
cause: my hobby is playing the guitar; effect: I prefer to buy the
DVD / CD / vinyl record Exercise 6 IDENTIFY
Grammar in Context 2 Put students in pairs or small groups to compare their
answers.
Zero, first, and second conditional
GO ONLINE
1 Ask students what if sentences and questions are called, Answers
eliciting conditionals. Elicit from students some example Zero conditional
sentences, and write them on the board in lists depending If you own hundreds of DVDs, for example, they take up a lot of
space…
on the type of conditional they are. Once you have a
… but if you download, you only need virtual storage.
few different types on the board, label them. Then have
Of course, when you stream a movie, you don’t need storage
students say what is similar about them (they all have two at all.
clauses) and what is different (the meaning or usage and First conditional
the grammar). … and if your device is lost or stolen and you haven’t stored
2 Direct students to read the information in the Grammar anything in the cloud, you will lose all your music and movies.
in Context box. Point out that the information in the Second conditional
box talks about both the grammar and the meaning If I were a professional musician, I wouldn’t want people to
differences between the three forms. illegally download or stream my music.
repeat after you with correct stress and intonation. Exercise 7 APPLY
4 If students started a tenses or verb forms notebook in 1 Direct students to complete the exercise independently.
Unit 1, have them add the information in this box to it. 2 Put students in pairs to take turns reading their completed
5 For additional practice, see Grammar focus on page 166 in sentences.
the Student Book. 3 Go over the answers as a class by having volunteers call
out their completed sentences.
Extra Practice
1 Write the three sample sentences from the Grammar in Answers
Context box on the board with the second clause first, 1 It’s a fact that if people want to watch a movie online, they
and ask students what has changed, eliciting that there need to have a good Internet connection.
is no comma. 2 We’re lucky. If our Wi-Fi weren’t / wasn’t so good, we would
2 Point out to students that either of the two clauses in a have to find a different way to access movies.
conditional sentence can go first but that there is one 3 It’s a great series. You will stay up to watch the whole thing if
difference students should be aware of. Read the first you start watching it now.
sample sentence in the information box to students the 4 If I were / was an actor, I would be happy for people to watch
my movies anytime and anywhere.
way it is written. Then read it with the if clause second,
5 If you access music and movies online, you have to be
without the pause after the first clause. Ask students if prepared to pay for them.
they hear any difference. If not, repeat the process with
the second and third sample sentences.
3 Put students in pairs or small groups to write their own t Exercise 8 WHAT’S YOUR ANGLE?
zero, first, and second conditional sentences about 1 Give students a moment to read the questions and think
changes or new ways of doing things. about their answers.
4 Combine pairs or groups to exchange sentences. Direct 2 Put students in pairs to discuss their answers. Remind
students to edit each other’s sentences if needed. them to answer with conditional sentences.
Circulate to help. 3 Go over the answers as a class by having volunteers call
5 Have volunteer pairs or groups share their sentences out their answers. Focus mainly on the grammatical
with the class. accuracy of the conditionals in the answers.
Exercise 5 ASSESS

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Answers 2 Put students in pairs to discuss the questions.
Students’ answers will vary. Sample answers include: 3 Have volunteer pairs call out their ideas.
1 If we want to listen to music, we listen on our phones or our
computers. Exercise 2 ASSESS
2 If there’s a problem with my Wi-Fi tomorrow, I’ll go to a friend’s 1 Direct students’ attention to the photos. Have students
house until it is fixed. call out the things each of these people actually do in
3 If I were an actor, I’d be in comedies. their jobs.
2 Put students in pairs or small groups to discuss the
Exercise 9 PREPARE questions.
1 Have students read the topics and choose the one they 3 Have volunteer pairs or groups call out their answers.
want to write about. Have students put their choices on
a piece of paper with their name on it and give it to you. Answers
Make pairs from students’ choices. Students’ answers will vary. Sample answers include:
We think firefighters will never be replaced entirely by machines,
2 Direct the pairs to make their notes together. Circulate to but possibly there are parts of their jobs machines can do. For
help with vocabulary and ideas as needed. example, clearing land might be something machines can do.
The positive consequences of this would be that it might save
Exercise 10 WRITE some firefighters’ lives.
1 Have students read the checklist independently.
2 Direct students to complete the exercise independently. Listening Skill
Circulate to help as needed.
Predicting while listening
3 Direct students to check their essays against the checklist
GO ONLINE
and make any necessary revisions. Circulate to help with
areas needing revision. 1 Direct students to read the information in the Listening
Skill box.
Exercise 11 SHARE Extra Practice
1 Put students in new pairs to exchange papers and give 1 Find two or three short talks such as TED talks online to
each other feedback. show or play in class.
2 Remind students that when giving feedback, it’s always 2 Tell students you are going to play a short talk and they
best to give positive feedback first before offering are to practice making predictions.
suggestions. Tell them to tell their partners something 3 Show only enough of the video (or play in the case of a
they liked about their paper. Remind them that this can be podcast) for students to see or hear the talk title. Stop
an idea, or a comment on the clarity or organization of the and have students call out what they expect to hear on
paper. Also remind them of the giving advice language the video or podcast and to say what they already know
they learned in Lesson 5.4. Write some of the giving advice about this topic.
language on the board for students to refer to. 4 Play the complete video or podcast, stopping at
3 Allow time for students to read their partner’s essay and opportune times to let students make predictions.
give them feedback.
Exercise 3 IDENTIFY
Exercise 12 IMPROVE 1 Have students look at the podcast information. Check
Give students time to revise their papers based on their students’ comprehension of look forward to.
partner’s feedback. Remind students that they are the writer, 2 Put students in pairs or small groups to discuss the
though, and that they can pick and choose the feedback questions.
they think is most helpful. Circulate to offer assistance as 3 Have volunteers call out their ideas. Postpone going over
needed. the answers until after Exercise 4.
1 Put students in new pairs to exchange papers. Students’ answers will vary. Sample answers include:
2 Give students time to read each other’s papers and decide 1 What: working lives, Which period: the future (“look
forward to”)
if they agree or disagree with each other’s arguments.
2 Positive. The expression “look forward to” indicates optimism,
3 Have partners share their ideas with one another. positive expectations.
e Exercise 4 ASSESS
Lesson 8.3 A Working Future 1 Play the audio while students complete the exercise
independently.
Exercise 1 ACTIVATE predictions and say whether they were correct.
1 Have students look at the photos on the page and the 3 Go over the predictions as a class by having volunteers
lesson title and say what the lesson will be about. Ask read their predictions sentences. Remind students that
them to say how they think jobs might change in the incorrect predictions are as good as correct ones because
future. the purpose of predictions is mainly to help the listener
engage with and comprehend the listening.
Level 4 Unit 8 117
4511179_WA_TG4.indb 117 5/10/19 12:30 PM

Answers Answers
Students’ answers will vary. Sample answers include: 1 It’s positive, because we will not be defined by a job; we will
Our predictions were correct because the speaker said … be free to be ourselves
2 a We will change jobs far more than previous
Audio Script generations did.
b We will learn new skills all our working life, which is
e CD 2, Track 28 exciting.
Host So, Dr. Kelly—what is the future of work? Sorry to start
with a difficult question! c Our job title will change so often that it will become less
Dr. Kelly No, that’s OK. It’s a great question on my favorite topic, important than ourselves.
and one that I believe I can answer. Some of the details
won’t be correct, but I think I can predict a few of the Audio Script
biggest changes—positive changes—we can expect…
This is because many of these changes have started e CD 2, Track 30
already. Host That’s a very positive view.
Host Really? Do you mean we are living the future now? Dr. Kelly And why not? We often hear the negatives, but there
Dr. Kelly Yes, I think we are. Technology is changing our world are so many positives to all of this, too. Did you know,
quickly. It is already. the Bureau of Labor Statistics believes Americans will
have 12 to 14 careers in their lifetime? That’s not what
happened to our grandparents or parents… And I
Exercise 5 IDENTIFY think that number will get higher—a job change every
1 Direct students to read the list of topics. year will be normal. We will be learning new skills
2 Put students in pairs to compare their answers. Tell them throughout the whole of our working life. How exciting
is that? And even more importantly, we will not define
to say what the speaker said to influence their predictions. ourselves by our job title. We won’t be lecturers, bank
3 Postpone going over the answers until after Exercise 6. clerks, or delivery people—we will be people with a set
of skills that we can use in many different jobs.
e Exercise 6 ASSESS Host That’s an interesting perspective. OK, so let’s look now
at mobile technology.
1 Play the next part of the audio while students check their
answers to Exercise 5. e Exercise 8 INTEGRATE
2 To go over the answers as a class, replay the audio, 1 Have students read the questions. Put them in pairs to
having students raise their hands when they hear one of discuss their predictions.
the predictions talked about. Stop the audio and have
2 Have volunteer pairs call out their predictions.
students say what they heard.
3 Play the remainder of the audio while students check their
Answers predictions.
b d 4 Have pairs check their predictions and decide on the
answers.
Audio Script
5 Have volunteers call out the answers. Replay the audio
e CD 2, Track 29 where necessary. Ask students how many of their
predictions were accurate.
with a difficult question!
Dr. Kelly No, that’s OK. It’s a great question on my favorite topic, and
Answers
one that I believe I can answer. Some of the details won’t
be correct, but I think I can predict a few of the biggest 1 flexible working practices (workplace and hours)
changes—positive changes—we can expect… This is 2 no, more jobs will be generated by technology
because many of these changes have started already.
Host Really? Do you mean we are living the future now? Audio Script
Dr. Kelly Yes, I think we are. Technology is changing our world
quickly. It is already taking our jobs, sure, and this will
e CD 2, Track 31
Host How will mobile technology affect the workplace in
continue. But this doesn’t have to be all bad. It may
the future?
simply mean that we will have to learn to do different
Dr. Kelly That, again, is something we can see now. People
things that technology still won’t be able to do. Yes, in
talk about the negatives… bosses sending emails in
a few years, machines will be delivering all our mail and
the evening, never switching off from work. But the
filling the shelves in stores. But we will be using our
positives are already happening. Employers will have
higher skills in different jobs—and more interesting
to be more flexible with their workers so they can
ones. So, hopefully, we will be living happier lives.
work wherever they want using their mobile devices—
because if they don’t, they will lose their workers to
e Exercise 7 IDENTIFY another company. One in three people in a recent study
1 Put students in pairs to discuss the questions. said they wanted flexible hours more than a better
salary, and mobile devices will make this possible.
2 Have pairs call out their predictions. Host Should we be worried? Will technology take all our jobs
3 Play the audio while students listen to check their predictions. in the end?
4 Have pairs check their predictions and decide on the Dr. Kelly No, I don’t think it will—in fact, I know it won’t. Every
time a new technology arrives, it makes more jobs than
answers. it takes. For example, ATMs didn’t lead to fewer jobs in
5 Have volunteers call out the answers. Replay the audio banks—what happened is that people got to do more
where necessary. Ask students how many of their interesting jobs in the banks. So, no, absolutely not.
predictions were accurate. Technology will not take all our jobs. Technology will
give us more opportunities.

4511179_WA_TG4.indb 118 5/10/19 12:30 PM

Grammar in Context Audio Script
Will and the future continuous e CD 2, Track 32
GO ONLINE with a difficult question!
1 Elicit a prediction from students using will. Write it on Dr. Kelly No, that’s OK. It’s a great question on my favorite topic,
the board. Change the elicited sentence to a future and one that I believe I can answer. Some of the details
won’t be correct, but I think I can predict a few of the
continuous sentence by adding a specific time like in a
biggest changes—positive changes—we can expect…
few years, and write it on the board. Ask students what the This is because many of these changes have started
difference in meaning or focus of the sentence is. already.
2 Direct students to read the information in the Grammar in Host Really? Do you mean we are living the future now?
Dr. Kelly Yes, I think we are. Technology is changing our world
Context box.
quickly. It is already taking our jobs, sure, and this will
3 Read the example sentences aloud, having students continue. But this doesn’t have to be all bad. It may
repeat after you with the correct pronunciation and simply mean that we will have to learn to do different
intonation. things that technology still won’t be able to do. Yes, in
a few years, machines will be delivering all our mail and
4 For additional practice, see Grammar focus on page 166 in filling the shelves in stores. But we will be using our
the Student Book. higher skills in different jobs—and more interesting
ones. So, hopefully, we will be living happier lives.
Extra Practice Host That’s a very positive view.
1 Write the following time phrases on the board. Dr. Kelly And why not? We often hear the negatives, but there
This time tomorrow are so many positives to all of this, too. Did you know,
This time next week the Bureau of Labor Statistics believes Americans will
have 12 to 14 careers in their lifetime? That’s not what
This time next month
happened to our grandparents or parents… And I
This time next year think that number will get higher—a job change every
In a few years year will be normal. We will be learning new skills
In five years throughout the whole of our working life. How exciting
In ten years is that? And even more importantly, we will not define
ourselves by our job title. We won’t be lecturers, bank
2 Have students make true sentences about themselves.
clerks, or delivery people—we will be people with a set
Circulate to offer assistance as needed. of skills that we can use in many different jobs.
3 Go over how to make questions in the future continuous Host That’s an interesting perspective. OK, so let’s look now
with students. at mobile technology. How will mobile technology
4 Put students in pairs to take turns asking and answering affect the workplace in the future?
Dr. Kelly That, again, is something we can see now. People
questions using the list of time phrases on the board.
talk about the negatives… bosses sending emails in
the evening, never switching off from work. But the
e Exercise 9 IDENTIFY positives are already happening. Employers will have
1 Direct students to read the sentences and complete the to be more flexible with their workers so they can
exercise independently. work wherever they want using their mobile devices—
because if they don’t, they will lose their workers to
2 Put students in pairs to compare answers before going another company. One in three people in a recent study
over them as a class. said they wanted flexible hours more than a better
3 Play the complete podcast while students check their salary, and mobile devices will make this possible.
Host Should we be worried? Will technology take all our jobs
answers.
in the end?
4 Go over the answers as a class by playing the podcast Dr. Kelly No, I don’t think it will—in fact, I know it won’t. Every
and having students raise their hands when they hear the time a new technology arrives, it makes more jobs than
sentence. Stop the audio, and have students repeat what it takes. For example, ATMs didn’t lead to fewer jobs in
banks—what happened is that people got to do more
they heard.
interesting jobs in the banks. So, no, absolutely not.
Technology will not take all our jobs. Technology will
Answers
give us more opportunities.
1 We will have to learn to do different things.
2 In a few years, … we will be using our higher skills in
different jobs.
3 In a few years, … we will be living happier lives. 1 Give students a moment to think about the predictions
4 A job change every year will be normal. from Exercise 9 that they particularly agree with. Tell them
5 We will be learning new skills throughout the whole of our to think about their reasons. Circulate to offer assistance as
working life. needed.
6 We won’t be lecturers, bank clerks, or delivery people. 2 Put students in pairs to share their opinions. Tell students if
7 Employers will have to be more flexible with their workers. they disagree to ask each other questions.
8 Technology will not take all our jobs.
Answers
I agree with Dr. Kelly’s prediction that mobile technology will
make employers be more flexible with their workers. We can
already see how dependent on mobile technology we are
becoming so it makes sense that in a few years, we’ll be even
more dependent on it.
Level 4 Unit 8 119

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Vocabulary Development Answers
Future time phrases Students’ answers will vary. Sample answers include:
My partner and I both agree that …
GO ONLINE
Neither my partner or I think that …
1 Direct students to read the information in the Vocabulary My partner thinks that … but I think …
Development box.
Oxford 3000 words t Exercise13 WHAT’S YOUR ANGLE?

in five years … the year after next … 1 Give students a moment to think about the future of their
this time tomorrow … the day after tomorrow … work or education for each of the times given in the list of
future time phrases.
by 2050 … twenty years from now …
2 Put students in groups to compare their predictions.
Extra Practice 3 Have volunteers call out some of the most interesting
1 Write topics on the board such as the following: predictions from their group discussion.
ESL classes
Food preparation Answers
Medical care Students’ answers will vary. Sample answers include:
Family life This time next month, my work schedule will be different
Travel because it will be summer.
2 Put students in pairs or small groups to make sentences In December, we will have time off from work for the holidays.
with the future continuous about changes they expect At the start of next year, we will be registering for the Spring
Semester classes.
to happen in the different topics on the board using the
By 2025, most of us will be telecommuting from our homes, or
time phrases in the Vocabulary Development box. nearby office hubs.
3 Have volunteer pairs or groups write their sentences on In 20 years, we will be taking all our classes from our own homes.
the board. Have other students say whether they agree.
1 Direct students to read the sentences and think about the
times these predictions might be appropriate for. Lesson 8.4 Promises, Promises
2 Play the audio while students complete the sentences. Student Book pages 96 – 97
sentences to each other. Exercise 1 ACTIVATE
4 Go over the answers with the class. Replay the audio if 1 Direct students’ attention to the video stills. Put students
necessary. in pairs to describe what they see in the pictures.
Answers 3 Have volunteer pairs call out their answers.
1 By 2030
2 This time next year Answers
3 In 50 years Students’ answers will vary. Sample answers include:
4 At the start I made a promise to my roommate to clean the kitchen.
5 In the future / on the weekend My brother promised me he’d return the money he owes me.
Audio Script
Exercise 2 IDENTIFY
e CD 2, Track 33
1 By 2030, all delivery vehicles will be driverless. 1 Have students read the questions. Put students in pairs or
2 This time next year, machines will be doing many more jobs. small groups to say what they think.
3 In 50 years, people will be working only two days a week. 2 Have volunteers call out their guesses. Postpone going
4 At the start of the next decade, most people will be working
over the answers until after Exercise 3.
from home.
5 In the future, no one will work on the weekend.
r Exercise 3 ASSESS
Exercise 12 INTEGRATE 1 Play the video while students check their answers to the
1 Put students in pairs to take turns asking and answering questions in Exercise 2.
questions about the predictions in Exercise 11. Tell 2 Call on volunteers to share their answers with the class.
students to ask each other questions about their reasons 3 If needed, play the video one more time, and have
for agreeing or disagreeing. students put up their hands when they hear the answers
2 Have volunteer pairs share the predictions they agree to the questions.
on. If desired, tally students’ opinions to see how many
students agree with each of the predictions. Have Answers
students who feel strongly give reasons for their choices.
1 Kevin
2 He promises to give the book back / take care of it.

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r Exercise 4 IDENTIFY Extra Practice
1 Direct students to read the incomplete sentences and 1 Elicit from students some requests they have to make
think about whether each one describes Kevin or Sam. from time to time of other people. Write them on the
Check students’ comprehension of reassurance and board. Then ask them how they reassure the person they
deadline. are making the request of that they will fulfill their end of
the bargain later.
2 Replay the first part of the video while students complete
2 Put students in pairs to choose one of the situations
the sentences.
on the board and write a six-line dialogue requesting
something. Write the following on the board, and tell
their completed sentences.
students to use this as a guideline for the lines in their
4 Call on volunteers to share their answers with the class. dialogues:
5 Replay the video. Have students raise their hands when a request something
they hear the answer to the ones they have questions b ask why
about. Stop the video, and have students repeat what a give reason
they heard. b ask a to promise to resolve the situation
a promise
Answers b give a deadline and accept the request
1 Kevin 4 Sam
3 Circulate to help with ideas, vocabulary, and tone as
2 Sam 5 Sam
3 Kevin 6 Sam
needed.
4 Have pairs rehearse their dialogues.
r English for Real Video Unit 8 5 Have pairs perform their dialogues for the class while the
listeners decide whether they would accept the request.
r Exercise 5 ANALYZE
1 Play the second half of the video while students listen for e Exercise 6 INTEGRATE
the other promise that Kevin makes. 1 Have students complete the exercise independently.
2 Have volunteers call out their answers. 2 Put students in pairs to take turns reading their completed
3 If desired, replay the video, stopping to have students say sentences.
what they hear that gives the answer. 3 Play the audio so students can check their answers.
4 Have volunteer pairs read their sentences to go over the
Answers answers as a class, replaying the audio as needed.
He promises Max he’ll replace the printer paper.
Answers
Video Script 1 I borrow 3 Will you?
r English For Real Video Unit 8 2 I’ll take care 4 I need
Sam Hey Kevin!
Kevin Hey Sam. Mind if I join you? Audio Script
Sam Sure, take a seat. What’s up? e CD 2, Track 34
Kevin Well, I’m taking that course, Technology and the Law. Kevin By the way, could I borrow your Forensic Technology
It’s so cool. book?
Sam Oh, I loved that class. Wait, aren’t you a Chemistry Major? Sam Uh, OK.
Kevin Yeah, but tech stuff just seems to be easy for me. Kevin I promise I’ll take care of it.
Sam Great! Sam Will you? I need it back by tomorrow. Why do you need it?
Kevin By the way, could I borrow your forensic technology book? Kevin I want to get a job at the forensic tech company!
Sam Uh, OK.
Kevin I promise I’ll take care of it.
Sam Will you? I need it back by tomorrow. Why do you need it? Exercise 7 PREPARE
Kevin I want to get a job at the forensic tech company! 1 Put students in pairs to practice the dialogue in Exercise 6.
Sam Huh! My dad’s the director there! Tell students to try to memorize it. Circulate to offer
Kevin Really? Could you forward him my resume? assistance as needed.
Sam He gets lots of emails, it’s probably better to send him a
printed copy. 2 Have volunteer pairs perform the dialogues for the class.
Kevin Sure. But I’m out of printer paper. Remind them of the look down to read, look up to speak
Sam Borrow some! Bring it tomorrow… with my book! technique, explaining that if they forget a line, they should
Kevin Thanks, Sam! For sure. See ya! look back at the book to remember but then look back up
Kevin Hey, Max, Uh, I have to borrow some printer paper later….
Will you be home? Sure, I promise, I’ll replace it…. at their partner to say the line.
Answers
Real-World English A By the way, do you think I could borrow your forensic
Promising technology book?
1 Direct students to read the information in the box. B Uh, OK.
A I promise I’ll take care of it.
2 Read the example promises and demands for promises,
B Will you? I need it back by tomorrow. Why do you need it?
and have students repeat after you with appropriate stress A I want to get a job at the forensic tech company.
and intonation.
Level 4 Unit 8 121

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Exercise 8 INTERACT Answers
1 Put students in pairs to role-play one of the situations. Students’ answers will vary. Sample answers include:
Have them choose the one they want to role-play. Then 1 Two of my favorite apps are for adding funny things to videos.
have them plan what they are going to say. Circulate to 2 I agree that technology is always changing.
help with ideas and vocabulary as needed. 3 I often think that social media can cause people to feel sad.
4 There should be a law about cell phones and driving.
2 Have pairs practice their role plays, switching roles if
desired.
3 Have volunteer pairs perform their role plays for the Pronunciation Skill
class. Have students decide which students sound the Linking vowels with vowels
most convincing in terms of following through with their GO ONLINE
promises. 1 Review what students have learned about dropping
sounds or adding them to the next word in connected
Exercise 9 ANALYZE speech in previous units. Explain that sometimes sounds
1 Put students back in their pairs from Exercise 8 to discuss are also added as when words ending in a vowel are
how confident Student B felt about Student A’s promise. followed by a word starting with a vowel.
Tell students to give reasons for their answers. Circulate to
help as needed.
Pronunciation Skill box. Read the examples aloud, having
2 Direct pairs to choose another situation to role-play and to students repeat after you with correct pronunciation.
change roles. Have them plan what they are going to say. Make sure students realize that a final silent e does not
Circulate to help with ideas and vocabulary as needed. have a vowel sound so is not the same thing.
3 Have pairs practice their role plays.
Extra Practice
4 Have volunteer pairs perform their role plays for the class.
1 Direct students back to the last two paragraphs of
t Exercise10 WHAT’S YOUR ANGLE? the article on page 91. Put them in pairs to take turns
reading the sentences to each other aloud and listening
1 Give students a minute or two to think about the
for examples of vowels linked with vowels.
questions.
2 Read the two paragraphs aloud yourself, and have
2 Put students in pairs or small groups to share their students raise their hands when they hear an example
memories of a time they broke a promise. Remind them (you actually, actually own, I also, I own).
to give background information and say why they broke 3 Read the sentences with the examples in them having
their promise and what happened. Circulate to listen and students repeat after you linking the vowels correctly.
to offer help as needed.
3 Have volunteers share their broken promises with More to Say…
the reasons they had to break the promise and the Focus: Students practice linking vowels to vowels.
consequences with the class. Grouping Strategy: Small groups of two to three
Answers students
Students’ answers will vary. Sample answers include: Activity Time: 15 minutes
Once I broke a promise to my sister. I told her I’d never borrow Ready,
her clothes again without asking. But then one day I needed
something of hers and she was nowhere around. I texted her, 1 Prepare a list of 12 to 20 phrases that contain vowel to
but she didn’t reply, so I just did it. Now she won’t lend me vowel linking with /w/ and /j/. For example:
anything even if I ask.
go away knew answers
pay all too often
be anything boy after
the end you all
Lesson 8.5 The Next Big Thing toe is gray and
lie on no other
Exercise 1 ACTIVATE cow eats my eyes
1 Direct students to the title of the lesson. Direct them to blue and so icy
make a list of two or three “big things” that they have been she is toy animal
aware of in the past ten years or so. high up throw it
2 Have students complete the sentences independently.
2 Prepare a blank piece of paper for each group of
3 Put students in pairs to share their answers.
students.

4511179_WA_TG4.indb 122 5/10/19 12:30 PM

Set… 2 Have students read the directions and the list of items.
Check students’ comprehension of speculate and virtual
1 Write the phrases on the board.
reality.
2 Put students into groups.
3 Give each group a blank piece of paper. Have them fold order the listed items.
the paper in half and write /j/ on the top of one half
4 Have volunteers call out the correct order. If necessary,
and /w/ on the top of the other half.
replay the audio, having students raise their hands each
Go! time they hear a new item talked about. Stop the audio,
1 Have students work with their partners to read the and have students repeat what they heard.
phrases on the board aloud and determine if they are
linked with /w/ or /j/. Answers
1 cell phones 3 robots
2 Instruct them to write the phrases on the correct 2 virtual reality 4 flying cars
side of their papers.
3 Circulate and assist as necessary. Audio Script
4 Check the answers as a class. Ask students to identify e CD 2, Track 36
patterns. A So what do you think will be the next big thing in technology?
B My guess is it won’t be anything to do with cell phones. I’m pretty
go away /w/ knew answers /w/ sure they are at the end of the line now—what more can they do?
They can’t get any smaller and we don’t want them any bigger…
pay all /j/ too often /w/ A You’re right, that probably won’t happen. The screens are the
right size now for watching movies and stuff…
be anything /j/ boy after /j/ C I wonder if it will be something to do with virtual reality. I imagine
that will really get big soon… I know they’re spending millions
the end /j/ you all /w/ trying to make it more practical—and cheap…
B Well, maybe, but I don’t think I want to walk around with a
toe is /w/ gray and /j/
headset on!
lie on /j/ no other /w/ A I bet it will be personal robots. Everyone would like to have
something to do their housework for them…and maybe their
cow eats /w/ my eyes /j/ homework…
C I don’t know…it’s a possibility, but who needs a robot, really? A
blue and /w/ so icy /w/ computer will be able to do most things you need, and I don’t
think people will want a robot living with them—it would feel
she is /j/ toy animal /j/ strange. I wouldn’t be surprised if they go on sale and nobody
buys them…
high up /j/ throw it /w/ B I know what it will be. Flying cars! From what I read, it’s unlikely
that we will still only be driving on the ground in a few years.
A You might be right…unfortunately—I don’t like flying, but I
e Exercise 2 IDENTIFY suppose it’s the future…
C What are you talking about? That definitely won’t happen. There’s
1 Put students in pairs to take turns reading their sentences no chance of flying cars becoming …
and listening for linking vowels.
2 Play the audio, and have students work independently Speaking
to underline the words that end with vowels and are Speculating about the future
followed by words that begin with vowels that are linked.
GO ONLINE
3 Replay the audio, stopping after each sentence to have
1 Have students read the information in the Speaking box.
students repeat with correct pronunciation.
Read the signpost words and phrases. Have students
Answers repeat after you with the correct stress and pronunciation.
1 Two /w/ of my favorite apps are for photos. Extra Practice
2 I /j/ agree that technology /j/ is useful.
1 Tell students that each of the signpost phrases has a
3 I /j/ often use social media in the evening.
4 There should be /j/ a law about cell phones and driving.
different level of negative or positive certainty to it. Put
students in pairs or small groups to put the signpost
Audio Script phrases in order of certainty. Explain that some are
similar in strength.
e CD 2, Track 35 2 Go over the order with students (from least to most
certain: I imagine that and I suppose, that probably won’t
and it’s unlikely that, I bet, there’s no chance of.)
1 Put students in new pairs to complete the exercise.
3 Have pairs make sentences with each of the signpost
Circulate to listen and answer questions as needed.
phrases about things that might or might not happen in
2 Have volunteer pairs call out some of the other examples the future.
of linking sounds they use. 4 Have volunteer pairs call out their speculation sentences.
Ask whether other students agree with the signpost
e Exercise 4 IDENTIFY phrase they used or whether they would use something
1 Have students look at the photo and say what they see. stronger or weaker. If so, ask them to give reasons for
their choices.
Level 4 Unit 8 123

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e Exercise 5 INTEGRATE t Exercise 9 WHAT’S YOUR ANGLE?
1 Replay the audio while students complete the exercise 1 Give students a moment to think about the questions
independently. independently. Then put them into groups to discuss their
2 Replay the audio again, and have students raise their ideas.
hands whenever they hear one of the speculation 2 Have volunteers whose minds were changed share their
signpost phrases. Stop the audio, and have students thoughts. Then have volunteers share their thoughts on
repeat what they heard. arguments that made them feel more certain about their
e CD 2, Track 36 original ideas.
1 Have students read the extracts first and identify the
signpost words and phrases and the linking sound per
sentence.
2 Play the audio while students check their choices
independently.
their completed sentences to one another with the
correct linking sounds.
4 To go over the answers as a class, replay the audio for
students, having students raise their hands when they
hear the linking sounds they are listening for. Stop the
audio, and have students repeat what they heard with
correct pronunciation.
Answers
1 My guess is it won’t be /j/ anything to do with cell phones.
2 I’m pretty sure they /j/ are at the end of the line now.
3 I /j/ wonder if it will be something to do with virtual reality.
4 I /j/ wouldn’t be surprised if they go /w/ on sale and nobody
buys them.
e CD 2, Track 37
Exercise 7 PREPARE
1 Put students in pairs to complete the exercise. Remind
them to explain their choices and to use speculation
signpost language when possible. Circulate to listen and
offer assistance as needed.
2 Postpone going over answers until after Exercise 8.
Exercise 8 INTERACT
1 Put pairs into groups. Direct students to share their next
big things with each other. Remind them to give reasons
for their ideas. Encourage listening students to ask
questions and use speculation signpost words to discuss
the choices.
2 Have volunteers pairs their ideas. Remind them to explain
their choices and to use speculation signpost language
when possible.
Answers
We think the next big thing will be a chip inside our brains that
lets us listen to music without having to carry a device with us.
We think this will happen because everyone loves music, and no
one likes ear buds or headphones.

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Discussion Point
Student Book page 154 1 Draw students’ attention to the quote. Explain that
Andrew Grove was an engineer and a past president of
Vocabulary the company Intel. He was an important person in the
development of semi-conductors.
Exercise 1
Answers groups to discuss the meaning of the quote and to
1 access 4 download / upload answer the questions. Direct students to give examples to
2 application 5 reality illustrate their points.
3 handheld 6 browsing 3 Ask students to write a “quote” about the effect of a large
change or to find one in their own language and say what
Exercise 2 it means in English. Monitor and help with vocabulary.
4 Have them share their quotes with the class.
Answers
1 In 3 In / By 5 from GO ONLINE Encourage students to go online to listen to
2 This 4 On / By 6 after the podcast and add their comments to the discussion
board.
Exercise 3 Zoom In
Answers Exercise 8
1 In three days, I will be relaxing on a beach. 1 For Task 1, give students a moment to think about what
2 This time next week, I will be studying for an exam. they think three major changes in the world might be.
3 By 2030, we will not be living with our parents anymore. Have students write these on a piece of paper. Then do
4 On Saturday, I might go to the movies. a walk-about activity by having half the class post their
5 Thirty years from now, I’ll be rich! papers on the wall or board and stand by them while
6 The day after tomorrow, it will still be too cold to go camping. the other half of the class walks around reading the
three predictions and uses speculation language to ask
GO ONLINE Encourage students to go online to play the
questions and give their opinions. Then have students
vocabulary game.
exchange roles.
Grammar 2 For Task 2, have students work independently to write
their three predictions about the next day. Circulate while
Exercise 4 they write to offer assistance as needed. Tell students to
bring their papers back to class so they can say which
Answers ones came true and which did not.
3 For Task 3, put students in groups of five or six to take
1 Where will you be then?
2 Where will you be working (this time next year)? turns telling each other about the photos they chose.
3 When are you seeing them / your family? / When will you be Direct students to think of questions to ask each other
seeing them / your family? about the photos and the reasons they think they won’t
4 When might you do it (your English homework)? / When do be the same in five years.
you think you will do it (your English homework)?
5 What are you going to do (after class)? Answers
6 Where will you be living (in ten years)? Students’ answers will vary. Sample answers include:
7 When is our English test? 1 I think in the next 50 years, the problems of pollution will be
solved.
2 Tomorrow I bet it rains. I imagine that there will be some
Exercise 5 important news about the leader of our country tomorrow.
I think it’s unlikely that we will not have any homework
Answers tomorrow.
1 will call 3 start 3 This is a photo of a laptop. In five years, it’s possible that it will
2 had 4 wouldn’t choose be a lot lighter in weight, and also that it will be foldable so
you can put it in your pocket.
Exercise 6
Answers
Exercise 9
Students’ answers will vary. Sample answers include: 1 Tell students to think about how they did on each of the
1 … I’d never have to clean my apartment again. tasks.
2 … they will get lost. 2 Remind them that they can review the online activities for
3 … I won’t be able to contact you. any skills they need more practice with.
4 … there would be no Internet.
Answers
GO ONLINE Encourage students to go online for further Students’ answers will vary.
grammar game.
Level 4 Unit 8 125
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Wide Angle Teacher’s Guide Unit 9 Reviews
Unit Overview • Use non-defining relative clauses to give extra information
about people and things
Introduction to the unit • Vocabulary: powerful, useless, traditional, comfortable
The title of this unit — Reviews — summarizes the main (Oxford 3000)
themes: the factors that make movies, food, and books
good and how movies, food, and books are talked
9.3 Star Rating
about and reviewed, giving and receiving criticism, and Writing Skill Using definitions and relative clauses
describing the plot of a movie or book. • Read an online hotel review
In Lesson 9.1, the theme of reviews is reflected in the • Define words and phrases by using definitions and relative
following activities: discussing favorite movies and the clauses
factors that make a movie good, reading a blog about • Write a review
good movies, studying movie related vocabulary, and
using relative clauses to talk about movies. In Lesson 9.2, 9.4 It’s Interesting, But …
good books and good food are focused on in exercises Real-World English Giving and receiving criticism
that include: listening for specific information in a • Give effective criticism by using positive comments and
bookstore review, using non-defining relative clauses in softening phrases and words
talking about reviewing food, reading an article about • Receive criticism by thanking the person giving the
a well-known restaurant guide, and adding suffixes criticism
to nouns and verbs to make adjectives common to
• Watch a video on giving and receiving a teacher’s
reviews. In Lesson 9.3, students will consider their own
constructive criticism
preferences for restaurants, hotels, books, movies, and
other things while reading a review in a travel blog. They 9.5 Spoiler Alert
will also be focusing on using definitions and relative
Speaking Describing the plot of a book or movie
clauses in writing reviews of restaurants, places to stay,
books, and movies. In Lesson 9.4, students will watch a Grammar in Context Tag questions
video about giving and receiving constructive criticism • Organize ideas before describing a plot
about someone’s artwork. They will also practice positive • Use tag questions to check information or ask if someone
and useful ways to give and receive criticism in the Real- agrees with us
World English Strategies. Finally, in Lesson 9.5, the exercises • Describe the plot of a book or movie
of reviews by having them listen to a description of a Resources
book and its plot and practice describing the plot of a
book or movie themselves.
Lessons Lorna Doone (9780194657310)
Teacher’s Resource Center
9.1 Box-office Success Assessments: Unit test, Progress test
Reading Skill Recognizing and understanding connotation
Class video
Grammar in Context Defining relative clauses English For Real video
• Read a blog on what makes a good movie Grammar focus
• Use a dictionary to recognize and understand connotation Grammar PPTs
as part of the word or phrase’s meaning Grammar Worksheets
• Use defining relative clauses to specify people and things Oxford Reference Worksheets: upper/lower
Vocabulary cards
9.2 Good Reads, Good Eats Newslea articles
Listening Skill Listening for specific information
Word list
Pronunciation Skill Assimilation
Grammar in Context Non-defining relative clauses
Vocabulary Development Adjective suffixes
(-able, -ful, -less, -al)
• Identify the information you want to listen for and practice
listening for key words
• Recognize final consonant sounds that change in
some words

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Unit Opener 3 For the first question, ask students what kind of
experiences can be shared. Also ask if they have ever
seen a movie by themselves. For the second and third
The unit opener photo shows a man sitting in an empty questions, ask students if they ever read published reviews
movie theater, possibly for a private showing of a new movie. and, if so, what they read reviews of. Have students
The photograph relates to the unit theme and subsequent give specific examples. Also for those students who
exercises because it focuses on the process of movie reviews. read reviews, ask if the reviews influence their choices.
Ask students to provide specific examples to support
Photographer their ideas.
Gianni Cipriano
Answers
Gianni Cipriano (b. 1983) is a Sicilian-born independent
photographer based in Napoli, Italy. His work focuses 1 Sharing an experience with other people allows us to see it
on contemporary social, political, and economic issues. from another viewpoint.
Gianni regularly works for The New York Times and has 2 An opinion is included as part of a review.
been documenting the ongoing upheaval in Italian 3 Reading about others’ experiences or views is a common way
politics for L’Espresso weekly magazine since 2013. His to help us decide if we want to do something.
editorial work has also appeared in TIME, Wired, The Wall
Street Journal, Le Monde Magazine, The Guardian Weekend
r Video Script
Magazine, MSNBC.com, Io Donna, Ventiquattro, IL, Courrier
International, Vanity Fair, and Esquire, among others. In this photo, the Italian film director Nanni Moretti sits in his
After studying aerospace engineering and architecture, movie theater, the Nuovo Cinema Sacher. This was a public
he graduated from the Documentary Photography movie theater built in the 1930s. It closed in the late ‘80s and
and Photojournalism Program at the International was bought by Nanni Moretti’s production company in 1991.
Center of Photography in New York in 2008. He has I was there for a portrait session with Nanni Moretti for an
received recognition and awards from Picture of the Year editorial magazine assignment. Nanni Morettie is a really nice
International (POYI), American Photography, New York person to hang out with. He has his own kind of humor, but
Photo Awards, International Photography Awards, and the he was definitely annoyed about having his picture taken.
Ian Parry Scholarship. Gianni’s work has been showcased The purpose of a review is to think or talk about something
in group exhibitions in venues such as the Rencontres in order to make changes to it or to make a decision about
d’Arles, FOLI Lima Biennale of Photography, MOPLA, and it. An opinion is a thought or belief about something or
Lumix Festival for Young Photojournalism. someone. A review simply is, at its core, an opinion. More
importantly it is someone’s individual opinion. The difference
in a review is that, instead of just saying, “I liked it,” or “I didn’t
Unit Snapshot like it,” one will give a brief explanation about what one liked
1 For question 1, check students’ comprehension of or disliked about it.
characters. Ask them to say who their favorite movie or People read reviews because they help consumers
TV characters are. Remind them to give reasons for their make smarter choices and are instrumental in improving
choices. companies. In a world filled with decisions, reviews offer
2 For question 2, ask students when the last time they were simple, relevant guidance. Decisions, even minor ones, can
in a bookstore was and what people most like about be difficult and tiresome, particularly when we’re presented
bookstores. with so many options. Humans can only process so much
3 For question 3, have students think about what kinds of information at once. People read reviews to guide them
things guides are used for. Also, ask them what kind of in their decision-making process. I personally read a lot of
information is in restaurant review books. reviews, especially when I have to buy something new.

1 Direct students’ attention to the questions below the 1 Have students read the three questions and think about
picture. When you ask students to describe the image, their answers.
provide words and phrases to help them as necessary, 2 Put students in groups to discuss the questions. Circulate
for example, movie theater, screen, or seats. Ask specific to help out with vocabulary as needed.
questions about the picture: Who do you think this man
might be? Why do you think he is in an empty movie theater? Answers
What does it look like he’s doing? Students’ answers will vary. Sample answers include:
1 Talking to people they know, giving talks, writing reviews,
teaching
2 They can be useful as they help us decide to do something
where Gianni Cipriano answers these questions from his or not, prevent us from doing something unpleasant, save us
perspective. Play the video for students as many times time. They might not be useful if we don’t trust them.
as needed to check comprehension and discuss any 3 Sharing our views might sometimes cause harm if there are
vocabulary items. any strong / violent reactions to them.
Level 4 Unit 9 127

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Exercise 2 Reading Skill
1 Put students in new groups to share their answers from Recognizing and understanding connotation
Exercise 1. GO ONLINE
2 Have volunteers share three disadvantages. Write the 1 Draw a glass half full on the board, and ask students if
disadvantages on the board. they see it as half empty or half full. Explain that one is
Answers a positive connotation and one is negative. Point out
Students’ answers will vary. Sample answers include: that many words and phrases have positive or negative
1 We might not choose to see a movie, read a book, or connotations.
go someplace we would have liked based on someone 2 Have students read the information in the box.
else’s view.
2 We might find out more information than we want. Extra Practice
3 We might find out the ending of a story that we wouldn’t 1 Write the following list of words on the board, and ask
want to know. students to look them up and decide whether they have
a positive or negative connotation.
a skinny / thin
Real-World Goal b old / mature
By the end of this unit, students will be able to read an c thrifty / cheap
online review and talk about it because they will have d stubborn / determined
practiced recognizing connotation in reviews, learned e peculiar / different
about defining and non-defining relative clauses in reviews, d unique / odd
practiced listening for specific information in reviews and e fat / full-figured
opinions, and learned about adjectives used in reviews and f caring / overprotective
opinions. 2 Put students in pairs to look the words up on their phone
dictionaries or paper dictionaries if they have them.
3 Have pairs choose two of the pairs of words to write
sentences with that illustrate the connotation of
Lesson 9.1 Box-office Success the words.
Student Book pages 100 – 102 4 Have pairs share their sentences with the class.
Exercise 1 ACTIVATE Exercise 4 ASSESS

1 First, direct students’ attention to the title of the lesson, 1 Direct students to complete the activity independently.
and check their comprehension of box-office. Ask students 2 Put students in pairs to take turns reading the sentences
if they prefer popular / commercial movies or smaller with their chosen options.
independent movies. Ask students how this relates to 3 Have volunteers call out the answers.
the title of the unit and what they think the lesson will be
about. Answers
2 Have students make their lists independently. Circulate to 1 might 3 more believable 5 true (negative)
help with movie-specific vocabulary. Put students in pairs (negative) (positive)
2 wrong 4 more significant
to discuss their lists.
(negative) (positive)
3 Postpone going over students’ lists as a class until after
Exercise 2.
Exercise 2 INTERACT 1 Have students read the questions first and then read
1 Have students work with their partners or new partners the text.
to narrow their lists from Exercise 1 down to three factors. 2 Put students in pairs or small groups to compare their
Direct them to give reasons for their choices. answers.
2 Have volunteer pairs call out their list of three factors. 3 Have volunteers share their answers with the class.
Answers Answers
Students’ answers will vary. Sample answers include: 1 play their roles so we believe them
special effects, characters, cinematography, plot, sound track, 2 the theme
plot twists and turns, dialogue, a surprise ending 3 the beginning
4 one that makes the audience feel they have learned
something
Exercise 3 IDENTIFY
1 Have students read the headings. Then have students
complete the exercise independently. t Exercise 6 WHAT’S YOUR ANGLE?
2 Put students in pairs or small groups to compare answers. 1 Give students a moment to think about their opinions of
the answers from Exercise 5.
3 Have volunteer pairs share their answers with the class.
2 Put students in pairs to discuss their opinions. Remind
Answers them to give reasons for their opinions.
1 a 4 b 3 c 2 d 3 Ask volunteers to share any interesting ideas that came
out of their discussions with the whole class.

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Put students in pairs to answer the question, and have
Answers
Students’ answers will vary. Sample answers include: volunteers call out their answers. Write the following
I agree that the first part of the movie is the most important answer on the board:
because if it doesn’t grab your attention right away, you The ones who made the classic movies.
might leave. 2 Point out that the relative clause here explains which
type and that without it we wouldn’t be able to answer
that question.
Exercise 7 VOCABULARY
3 Put students in pairs or small groups to write questions
1 Direct students to look at the words in the box and then like the one on the board for all the other example
to scan for them one at a time. After they find each term, sentences in the box. Circulate to offer assistance and
have them find the correct definition. check their questions.
2 Put students in pairs or small groups to take turns reading 4 Project on the board or show students a photo of a party
their terms and definitions to each other. Tell them that scene with people of various ages and types of looks on
if they disagree, they should return to the text to find the board. Write names for each person pictured on the
context to defend their choice. board, and tell students to ask you questions like Which
3 Go over the answers as a class by having volunteers call one is Peter? Answer with a defining relative clause, e.g.,
out the terms and their completed definitions. If necessary, Peter’s the man who is sitting by the window. Answer two
have individuals write one of the terms and definitions on of these questions.
the board so you can look at them as a class. 5 Put students in pairs to take turns asking and answering
questions about each of the people in the picture. They
Answers can use the names for whomever they choose.
1 character, who 5 scene, where / when
6 Change student pairs and have them repeat the
2 plot, that 6 performance, who
procedure from step 5, only this time answering with the
3 theme, that 7 director, who
4 cast, who 8 script, that choices they made in their previous pair. Remind them
to use only defining relative clauses in their answers. If
possible, an option is to make copies of two versions of
Exercise 8 INTEGRATE the picture and write names for half of the people on
1 Check students’ comprehension of moving, praise, one picture and the other half on the other. Then put
reflect, and leading. Have students complete the exercise students in pairs and tell them to ask questions about
independently. everyone’s names that they are missing,
their completed sentences. Circulate to help as needed. Exercise 9 APPLY
3 To go over the answers, have volunteers read their 1 Do item 1 together, directing students’ attention to
completed sentences for the class. the fact that they cannot repeat the noun the relative
pronoun refers to. Write the correct answer on the board.
Answers 2 Direct students to complete the exercise independently.
1 scene 4 script 7 character
2 performances / cast 5 director
3 plot 6 themes sentences to each other.
4 Go over the answers as a class. Ask for volunteers to
call out the alternative answers for each one. Note:
Grammar in Context Parentheses below show that the word is optional.
Defining relative clauses
GO ONLINE Answers
1 The movie (that) we saw yesterday was good.
1 Write which, that, who, whose, when, and where on the 2 The actor who played the main character won an award.
board. Have students make sentences with the words and 3 The scene when / where / in which the main character was
then call them out while you write the correct ones on the injured was too long.
board. Elicit from students what they know about the use 4 The script that / which was written by a teenager won
of these words. an award.
2 If students haven’t produced both defining and non- 5 I don’t like directors whose movies are very long.
defining sentences for you to write on the board, add 6 The movie is showing in the new theater (that) we went to
last week.
one or two of the type that is missing. Ask students to
compare the different types of relative clause sentences
on the board and say how they are different. Exercise 10 INTEGRATE
3 Go over the Grammar in Context box with students. Read 1 Check students’ comprehension of newspaper magnate,
aloud the example sentences, having students repeat background, prominence, decipher, and isolated. Have
after you with the correct stress and intonation. students read the paragraph first and then reread it to
4 For additional practice, see Grammar focus on page 167 in complete the exercise independently.
the Student Book. 2 Put students in pairs to take turns reading their completed
sentences to each other.
Extra Practice
1 Write the following question on the board: 3 To go over the answers as a class, have volunteers call out
Which directors and writers applied these rules? the alternative answers for each one.
Level 4 Unit 9 129

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Answers 3 Direct students to close their books while they listen to
1 that 3 who 5 that you read the answer to the question in the Listening Skill
2 who 4 whose 6 where box. Have them call out the answer (more than half).
Extra Practice
t Exercise 11 WHAT’S YOUR ANGLE? 1 Find an online audio or video recording about bookstore
1 Direct students to read the items in the box and the sales or something else thematically linked, and write
example sentence. Give students a minute to choose four four or five questions requiring listening for specific
items and think about the examples they want to tell their information on the board.
partners. 2 Play the audio or video while students write their
answers on paper. Put them in pairs or small groups to
2 Put students in pairs to share their example sentences and
compare answers.
to say whether they agree with one another.
3 Go over the answers as a class, replaying the recording as
3 Ask volunteer pairs to share examples that they agreed needed.
on, and write them on the board. Have the class edit the
sentences if needed. Exercise 3 ASSESS
Answers 1 Direct students to underline the key words they will
Students’ answers will vary. Sample answers include: be listening for in addition to determining the type of
For me, a common theme is one that shows … information they will need to answer the questions. Have
students complete the exercise independently.
answers.
Lesson 9.2 Good Reads, Good Eats
Student Book pages 103 – 105 Answers
1 a person / people / organization
Exercise 1 ACTIVATE 2 a method
1 Have students read the places in the box and ask how 3 a number
4 a date
they relate to the title of the unit.
5 a thing / things
2 Direct students to choose a favorite of two of the places 6 a person / people / organization
listed and prepare to tell a partner about those two places. 7 a place
Give students a minute to prepare. 8 a thing / things
3 Put students in pairs to share their special places and
to explain what it is that makes them so special. Direct r Exercise 4 INTEGRATE
students who are listening to ask their partners questions
1 Play the video while students answer the questions.
about the places.
2 If necessary, replay the video, and have students check
4 Have volunteers share their favorite places with the class.
their choices independently.
Alternatively, have students say what they learned about
certain places from their partners. 3 Put students in pairs to compare answers.
4 Have volunteers call out their answers. If necessary,
Answers replay the video, stopping when each answer is given
Students’ answers will vary. Sample answers include: and having students repeat the answer. Then have
My favorite movie theater is a movie theater in ___ where you sit students compare these answers with the answers from
around tables and you can eat and drink while you are watching Exercise 4.
the movie.
Answers
Exercise 2 IDENTIFY 1 store owners / stores
2 In markets, by making it possible for people touch and smell
Have students read the directions and call out the answer. the food; in clothing stores, by letting people try on the
clothes.
Answer
3 15
A bookstore
4 the 13th century
5 bicycles
Listening Skill 6 the Guardian newspaper
7 the café
Listening for specific information
8 newspapers, postcards, videos
GO ONLINE
1 Ask students to say what kind of information “specific Video Script
information” might refer to, e.g., numbers, dates, names, r Selexyz Bookstore
etc. Have students read the first paragraph of the Online shopping is becoming more and more popular. More than
information in the box. half of all consumer spending in the U.S. is now done this way, and
2 Read the first question aloud, and have students say what internet sales are increasing year by year. If this trend continues,
key words and what specific information they will be many stores will disappear, which would be a disaster for both main
streets and shopping malls. Many people believe that fighting this
listening for. is useless – after all, how can stores survive when the internet is so

4511179_WA_TG4.indb 130 5/10/19 12:30 PM

powerful? But stores don’t have to lose their customers to online
retailers. If store owners can be creative and find ways to offer
Go!
customers something they can’t find online, customers will continue 1 Have students decide which one will be the reader
to shop there. Traditional markets, for example, can make shopping and which will be the writer to begin with. Instruct the
feel more personal. This is because touching and smelling the food, writers to turn over their papers and prepare to write
which is an important part of food shopping, is possible in these on the backs of them. When the readers read their
places. If people shop for clothes in a clothing store, they can try
sentences, the writers write what they hear.
on the items before buying them, which saves them from wasting
money on clothes that don’t fit. But what about bookstores? What 2 Have students switch roles so the reader becomes the
can they do to encourage people to shop there? This is Selexyz writer and vice versa.
bookstore in Maastricht, in the Netherlands. Selexyz has 15 branches 3 Circulate and assist as necessary.
in 15 Dutch cities. But this one is special. This building dates back to
the 13th century, and for about 500 years it was a Dominican church. 4 Tell students to compare what they heard with the
The church was closed by Napoleon, whose army took it in 1794. original sentence. Encourage critical thought about
Since then it has been a warehouse, an archive, and a place to store what went wrong with incorrect dictation.
bicycles, before Selexyz bought it and decided to sell books here.
Today, it’s one of the most beautiful bookstores in the world, which
offers shoppers a relaxing atmosphere in an amazing building. It’s e Exercise 5 NOTICE
got beautiful windows, ancient pillars, and high ceilings. The store, 1 Point out that words that end in s don’t assimilate in this
which was voted the best bookstore in the world by The Guardian way. Have students read the sentences to themselves
newspaper, has also won prizes for its interior design. Customers, noting where assimilation might occur.
who love browsing the bookshelves and looking at its beautiful
painted ceiling, can also spend time in the store’s comfortable and
2 Put students in pairs to read the sentences to one another
stylish café, where they can buy delicious coffee and snacks. But to see if they agree.
the store has also got everything you would expect to find in a 3 Play the audio while students check their answers. Call
bookstore. It sells fiction and non-fiction books, and it’s got books on volunteers to share their answers. If desired, replay the
for all ages and in many different languages. It also sells dictionaries, audio, pausing the recording to have students repeat with
newspapers, postcards, and videos. But, of course, this isn’t just a
the correct assimilation.
normal bookstore. People from all over the world come here for the
books and the incredible architecture. Selexyz Maastricht proves
Answers
that if a store is interesting, people will always want to shop there.
1 split pea 3 good cook 5 on me
And the Selexys bookstore experience is one that online shopping
2 sit back 4 first class
cannot match.
Pronunciation Skill Audio Script
Assimilation e CD 3, Track 2
1 I ordered the split (/p/) pea soup, but I didn’t like it.
GO ONLINE 2 When I get home I just want to sit (/p/) back and read my
1 Direct students to read the information in the box. Then new book.
3 Mario is such a good (/g/) cook. He could open his own restaurant.
read the sample word pairs, having students repeat after
4 The bistro around the corner offers first (/k/) class service.
you with the correct assimilation. 5 Don’t worry about the bill. Dinner is on (/m/) me!
2 Remind students that many word endings and beginnings
combine without changing the sounds of the final e Exercise 6 NOTICE
consonant. 1 Have students look at the list of words and think about
what type of words they will be listening for.
More to Say… 2 Play the audio while students complete the exercise
Focus: Working in pairs students practice assimilating independently.
sounds. 3 Put students in pairs or small groups to compare their
Grouping Strategy: Pairs answers and talk about possible assimilation between
Activity Time: 20 minutes words ending and beginning with consonants.
Ready, 4 Have volunteers call out their answers. Then replay the
1 Prepare a blank piece of paper for each student. audio, and have students repeat the phrases with the
correct assimilations.
Set …
1 Put students into pairs. Answers
2 Remind students that in phrases when the first word 1 15 3 light 5 American
ends with /n/ and the next word begins with /p/ or /b/, 2 won 4 seven 6 can
the /n/ sounds like /m/. Also, in phrases when the first
Audio Script
word ends with /n/ and the next word begins with /k/,
the /n/ sounds like /ŋ/. e CD 3, Track 3
1 fifteen (/m/) branches
3 Give each student a piece of paper. Give them 2 won (/m/) prizes
3–5 minutes to write 5 phrases that contain 3 light (/p/) book
assimilations with words ending in /n/ and beginning 4 seven (/m/) people
with /b/, /p/ or /k/. 5 American (/m/) boy
6 can (/m/) be
Level 4 Unit 9 131

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Exercise 7 INTERACT Answers
Put students in pairs to complete the exercise. Circulate to 1 I went to the bookstore, which was very busy.
help with assimilation as needed. 2 The bookstore, which was quiet at that time of day, didn’t
have a copy of the novel.
Grammar in Context 3 I got most of these books, which are for college, online.
4 The bookstore serves coffee, which is great, upstairs.
Non-defining relative clauses 5 A special discount card, which is very good, is available to
GO ONLINE regular customers.
1 Elicit from students what they learned about defining
relative clauses in Lesson 9.1. Write a couple of examples Exercise 9 EXPAND OXFORD REFERENCE
from Lesson 9.1 on the board. Then change one of the
1 Check students’ comprehension of law firm. Then have
example sentences by adding a non-defining clause to it,
students read the article all the way through.
e.g., change The actor who played the main character was
good. to The actor who played the main character, who I 2 Have students reread the article to complete the exercise
thought was really funny, was good. Point out that the new independently.
non-defining clause could be deleted without any change 3 Put students in pairs or small groups to compare their
to the main meaning of the sentence. answers.
2 Direct students to read the information in the Grammar in 4 Go over the answers as a class by having volunteers call
Context box. out their new sentences.
3 Read the example sentences aloud, pointing out that Answers
there is a pause before the non-defining clause and that Students’ answers will vary. Sample answers include:
the voice drops in the non-defining clause. Read the 1 The book was started by the Americans Tim and Nina Zagat,
examples sentences aloud again, having students repeat who were lawyers.
after you with the correct pauses and dropped tone. 2 The first version of their guide was made for Paris, where they
4 For additional practice, see Grammar focus on page 167 in were sent by their law firm to work for two years, …
the Student Book. 3 Then, in 1979, the Zagats were at a dinner party with friends
who complained that some of the reviews of restaurants in
Extra Practice New York, where they now lived again, were hopeless. / So
1 Project or write the following sentences adapted from the Zagats started a guide for New York, where they now
the previously watched video on the board: lived again.
a Some say that online shopping which is becoming more 4 The book, which has been a useful guide to restaurants in
and more popular is just a fad, but others say it is a trend. New York for many years, sold 75,000 copies a month the
following year.
b If this trend continues which it looks like it will, Internet
shopping will eventually become the most popular way
to buy products. t Exercise 10 WHAT’S YOUR ANGLE?
c The stores that we love to shop in will disappear along 1 Direct students to read the discussion questions.
with the others. Give them a minute or two to think about their own
d If stores that can stay open offer customers something experiences with reading restaurant reviews.
they can’t find online, then people will continue to shop 2 Put students in pairs or small groups to discuss the
there which would help to keep them in business. questions.
e Markets and grocery stores give people the chance to feel
3 Ask volunteers to share their ideas with the class.
and smell the food they buy which I do all the time when
I’m shopping. Answers
2 Put students in pairs or small groups to decide if the Students’ answers will vary. Sample answers include:
relative clauses are defining or non-defining and, if they I usually check an online site like or , but my
are non-defining, to come up to the board or to tell you partner often asks for recommendations on social media to get
to put the appropriate commas in. restaurant information.
3 To check their answers, tell students to take turns
reading the sentences with or without pauses before Vocabulary Development
they say the clause to determine which sounds best.
Adjective suffixes (-able, -ful, -ive, -less, -al)
4 Have volunteers read their sentences aloud, and have
GO ONLINE
the class say whether they paused correctly.
1 Write helpful on the board, and ask students to call out
Exercise 8 APPLY the noun and then say what the suffix is. Then ask them
1 Have students complete the exercise independently. what kind of word it becomes with this suffix. Elicit from
2 Put students in pairs to take turns reading their combined students other suffixes that change words into adjectives
sentences to each other. and write them on the board.
3 Call on volunteers to write their sentences on the board. 2 Direct students to read the information in the box.
3 Read the sample sentence aloud, having students repeat
after you with the correct stress and pronunciation.

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Extra Practice 2 Put students in pairs or small groups to discuss the
1 Write on the board the following sentence frame: question. Remind them to give reasons for their answers.
My parents are very people. They believe in Circulate to help with vocabulary.
holding on to all the cultural they grew up with. 3 Ask volunteers to share their ideas with the class.
2 Have students read the sentence frame and say what
type of word is needed in each blank (adjective / Answers
noun). Then have them choose which words from the Students’ answers will vary. Sample answers include:
We agreed that the most important thing out of this list after the
Vocabulary Development box best fit in these blanks
quality of the food is an enjoyable atmosphere because there’s
(traditional / traditions).
no point in going to a restaurant if you aren’t going to have fun!
3 Put students in pairs to choose two of the word pairs in
the box and follow the model on the board to write pairs
of sentences with both the noun or verb form and the
adjective form. Remind them to leave blanks. Circulate to
offer assistance and to make sure their sentences work. Lesson 9.3 Star Rating
4 Join pairs together to complete each others’ sentences Student Book pages 106 – 107
with the words in the box.
Oxford 3000 words

Exercise 1 ACTIVATE
1 Have students read the title of the lesson, and ask them to
powerful useless traditional comfortable
say the types of things they rate with stars.
Exercise 11 IDENTIFY 2 Give students a moment to read the items and think
1 Have students scan the article for adjectives of each type about how they make their decisions. Then put them into
to complete the table in the Vocabulary Development box. pairs to share their decision-making processes. Circulate to
Tell them that for one suffix there are several examples. help with vocabulary as needed.
2 Put students in pairs or small groups to compare answers. 3 Have pairs call out their answers. If desired, tally students’
answers. Ask students to give reasons for their choices.
out their answers. Answers
Answers I decide which movie to see by reading reviews and talking to
1 successful 4 active my friends.
2 hopeless 5 enjoyable
3 international / social / cultural
Exercise 2 IDENTIFY
Exercise 12 INTEGRATE 1 Put students in pairs or small groups to discuss what they
see in the photos of the hotel. Tell them to discuss the
things they see that make the hotel special.
2 Have students read the start of the review to answer the
Tell them to discuss the meaning of each phrase together
questions.
and make sentences with each phrase that illustrate the
meaning. 3 Put students back in their pairs or groups to compare their
answers.
out their answers and their sentences. 4 Have volunteers call out their answers.
Answers Answers
It is a hotel review, and the reviewer is positive about it.
1 enjoyable 3 helpful 5 extensive
2 bottomless 4 international
Exercise 13 BUILD 1 Have students read the rest of the review to complete the
1 Check students’ comprehension of cuisine and architect. information.
Direct students to complete the exercise independently. 2 Put students in pairs to compare answers.
2 Put students in pairs to take turns reading their completed 3 Have volunteers call out their answers.
sentences.
Answers
3 Go over the answers as a class by having volunteers call Students’ answers will vary. Sample answers include:
out their answers and their sentences. Hotel: Newby
Rooms: Dream Standard (large double room, ocean view),
Answers Dream Special (second bedroom and small terrace), Stargazer
1 success 3 creat 5 use (three-room suites, top floor, access to executive lounge, less
2 region 4 fashion child-friendly)
Restaurants: French, Italian, and Euro-Thai fusion (mix of Asian
t Exercise 14 WHAT’S YOUR ANGLE? and European food).
Facilities and services: good-sized pool, well-equipped gym,
1 Give students a minute or two to think about their own
beach for swimming and snorkeling, boats and sculls for rent,
opinions of the importance of the items in Exercise 12. room service, buffet breakfast
Level 4 Unit 9 133

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Exercise 4 ASSESS Answers
1 Direct students to complete the exercise independently. This room is a large double room with a view of the sea …
2 Put students in pairs or small groups to compare answers. … the Stargazer suites: three-room suites on the top floor that
Direct students to go back to the review for evidence if also come with free access to the executive lounge.
sculls (small, light rowboats)
their answer is different from their partner’s.
3 Go over the answers as a class by having volunteers read
their answers. Exercise 7 APPLY
sentences.
the swimming pool: good size
the staff: extremely friendly 3 Have volunteers call out their sentences.
the gym: well-equipped
the service: excellent Answers
1 The book has an interesting epilogue. This ending introduces
Writing Skill the hero’s son.
Using definitions and relative clauses 2 The mezze at this restaurant is fantastic: hummus, salads, and
rice dishes.
GO ONLINE 3 They’re actually going to make a prequel (a movie which
1 Direct students to read the information in the Writing comes before this one) to this movie.
Skill box. 4 The mosaic floors are beautiful. They are made of different-
2 After they finish, elicit from students the type of relative colored tiles from Egypt.
clause that is used for definitions (defining). Also ask 5 I loved the live cooking stations in the main restaurant
where we saw the fish being cooked.
students what follows the colon (a list), and point out that
the word following the colon is not capitalized.
Exercise 8 PREPARE
Extra Practice
Have students complete the exercise independently.
1 Write the following sentences adapted from earlier
Circulate to help with vocabulary and ideas.
units on the board or print them on a handout, and ask
students to add the definitions to each sentence using a
Exercise 9 INTERACT
different way each time.
1 Elicit possible questions students might ask their partners
a In 1853, Levi Strauss, a 24-year-old from far off Bavaria,
about their reviews.
traveled to California to join his family. (a German state
in the southeastern part of Germany) 2 Put students in pairs to share their opinions and details about
b There they sold goods, including tents made of strong each of the items in Exercise 8. Circulate to listen to students’
canvas, to workers searching for gold. (a strong heavy questions and to prompt possible questions as needed.
material for making tents and painting on) 3 Ask students if they learned anything interesting from
c Later, he changed the material to denim, and he dyed it their partners.
blue so dirt marks wouldn’t show. (a strong woven cotton
fabric) Exercise 10 DEVELOP
d Twenty years after this, a Latvian tailor added metal Have students complete the exercise independently.
rivets at places where the jeans needed to be stronger. Circulate to offer assistance as needed.
(a metal pin used to put two pieces of strong material
together) Exercise 11 WRITE
e Tight collars might also increase the pressure to their 1 Have students look at the bulleted checklist. Then direct
eyeballs and the risk of glaucoma. (a disease of the eyes’ students to write their reviews independently.
optic nerves) 2 Give students some time to edit their reviews based on
f Students can now specialize in environmental aesthetics. the bulleted items while you circulate to offer assistance
(the study of beauty) as needed.
sentences. Exercise 12 IMPROVE
3 Have volunteers share their new sentences. 1 Remind students how to offer suggestions in a
constructive way. Write some sentence frames on the
Exercise 5 IDENTIFY board for students to use, e.g., Could you give more detail
Remind students to scan when looking for examples in the here to explain … ? It might sound better if you … Could you
article. Have students complete the exercise independently. put another example here?
2 Put students in pairs to read each other’s reviews and to
Exercise 6 EXPAND see if they can find any places where they would like more
1 Have students complete the exercise independently. information.
3 Put students in pairs to compare their examples. 3 Give students time to give each other their suggestions.
4 To go over the examples as a class, have volunteers call Then direct students to use the checklist and their
out their answers. partner’s suggestions to revise their review. Circulate to
offer assistance as needed.

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t Exercise 13 WHAT’S YOUR ANGLE? Exercise 2 ANALYZE
1 Put students in groups of five or six, and have them give 1 Give students a minute or two to think about the
their reviews to the person on their right. Tell them to questions. Then put them in pairs to discuss the questions.
take notes on the reviews of items they would like to try 2 Call on volunteers to share their answers with the class.
and those they would not. Remind them to make notes
of reasons for both. Alternatively, have half the class post Answers
their reviews on the board or walls and stand by them Students’ answers will vary. Sample answers include:
while half the class circulates, reading all the reviews and 1 She is not sure about it; facial expression
then exchanging roles and repeating the activity. 2 He is upset; facial expression
2 Have volunteers call out the things they would like to
or not like to go to, read, or see. Remind them to give r Exercise 3 IDENTIFY
reasons. If desired, ask students if they are familiar with 1 Have students read the questions. Then play the video.
any of the items reviewed and, if so, if they agree with the 2 Put students in pairs or small groups to answer the
review or would add or change anything. questions.
4 If needed, play the video one more time, and have
students put up their hands when they hear the answers
Lesson 9.4 It’s Interesting, But … to the questions.
Answers
Exercise 1 ACTIVATE 1 The artwork is well done, and the brush strokes are excellent.
1 Direct students’ attention to the video stills. Put students 2 The purpose of the piece is not clear. He didn’t understand
the theme of the competition.
in pairs or small groups to describe what they see in the
3 Initially, he is upset, but in the end, he thanks Emma for the
pictures. feedback and decides to work on another piece.
3 Have volunteer pairs call out their answers. Video Script
Answers
Emma So, Max. Is all this yours?
Students’ answers will vary. Sample answers include: Max Yes, yes… I wanted to capture the heart of rural England.
1 For me it is most difficult to receive criticism from my family. Emma Hmm. Well, it’s very well done and your brush strokes
I think that’s because I feel that they are judging me rather are excellent. But I’m not sure the purpose of this piece is
than just trying to be helpful. Also, one always wants to clear.
impress their family. Max Oh? Purpose?
2 I find it very difficult to give criticism to my husband. He gets Emma It seems you didn’t understand what you were supposed
offended very easily. to do.
3 Yes, it’s very difficult to give criticism in writing. Doing it Max Oh…
Emma I mean, it’s beautiful, but the theme of the competition is
face-to-face is much easier because you can see how the
symbolism in nature—and these , they’re not very
person is understanding you and how the person is taking
… symbolic. Try looking at the environment in a way that
the criticism. everyone can relate to.
Max Oh, I guess you’re right. Thanks for the feedback.
Emma Do you think you could work on a few more pieces? You
Real-World English Strategies still have time. Try finding symbols in nature that are
As pointed out in this chapter, we have to be sensitive more …universal. OK?
Max Thanks, Emma. I appreciate you taking the time to look at
when giving criticism if it is to be received well by the my work.
other person. In Exercise 1, your students are prompted to Emma No problem, Max. Let’s meet next week, same time?
discuss whether the mode of communication can affect Max OK. OK, back to the drawing board.
how easy or difficult it is to give criticism. You can explore
this further with the following: Real-World English
After students have watched the video and analyzed what Giving and receiving criticism
Emma says to provide Max with feedback on his work, ask 1 Ask students if they can remember getting or giving
them if they think she would have done it differently if she criticism that elicited negative feelings in the recent past.
called him on the phone, sent him an email, or prepared a Ask volunteers to share how the criticism was given and
written evaluation of his work. to say why they think the response was negative. Then ask
Ask your students to work in pairs, choose one of these what students think constitutes effective criticism.
modes of communication, and rewrite Emma’s criticism of 2 Direct students to read the information in the box.
Max’s work. 3 Have students identify the parts of each sentence that
Encourage a few pairs to share with the whole class. soften the message. Ask if they know any other ways to
Together, analyze similarities and differences between soften messages.
the original script and the new versions written by your 4 Read the examples of effective criticism aloud, noting how
students. the voice goes up when trying to soften a message. Read
them aloud again, and have students repeat after you
with appropriate tone, stress, and intonation.
Level 4 Unit 9 135

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Extra Practice 3 Have volunteer pairs perform their role plays for the class.
1 Bring in several magazine photos of people showing Have students decide which students gave the most
another person something. Put students in pairs or small effective criticism in terms of the criteria in the Real-World
groups to write a short dialogue in which people ask for, English box.
give, and receive feedback. Distribute a photo to each
group, but tell them not to let anyone else see it. Exercise 7 ANALYZE
2 Circulate to help with ideas, vocabulary, and tone as 1 Put students back their pairs again to discuss whether
needed. they thought the goal of the criticism had been achieved
3 Have groups rehearse their dialogues. and how. Tell students to give reasons for their answers.
4 Collect all the photos, and post them on the wall or on Circulate to help as needed.
the board. 2 If desired, join pairs together to critique each other’s
5 Have groups perform their dialogues for the class role plays.
while the class guesses which photo their dialogue is
based on. Exercise 8 INTERACT
1 Direct pairs to change their situation and roles and create
e Exercise 4 IDENTIFY a new role play. Once again, have them plan what they are
1 Check students’ comprehension of symbolism, symbolic, going to say. Circulate to help with ideas and vocabulary
everyone can relate to, and universal. as needed. If desired, direct them to create a role play in
2 Play the audio while students fill in the blanks. Give which the student criticizing starts out with too direct of
students a moment to check their responses before an approach and shifts that in the process of the role play
playing the video again, if needed. as they gauge the reaction.
3 Put students in pairs or small groups to take turns reading 2 Have pairs practice their role plays.
the sentences with the blanks filled in. 3 Have volunteer pairs perform their role plays for the class.
4 Call on volunteers to share their answers with the
class. Put the numbers of the blanks students still have t Exercise 9 WHAT’S YOUR ANGLE?
questions about on the board. 1 Give students a minute or two to think about the
5 Replay the video. Have students raise their hands when questions.
they hear the answer to the ones they have questions 2 Put students in pairs or small groups to share their ideas.
about. Stop the video, and have students repeat what Remind them to give specific examples and to say what
they heard. Then go over the exact words that go in the might happen when criticism isn’t helpful.
blanks.
Answers
Answers Students’ answers will vary. Sample answers include:
1 it’s very well done / excellent / not sure One situation when criticism might not be helpful is when you
2 It seems / were supposed are finished revising a paper and about to turn it in. Another
3 they’re beautiful / these aren’t very one might be about criticism about something a person can’t
4 Try looking do much about such as the way they are dressed at school or at
5 Do you think work, or about a new haircut.
6 Try finding
7 No problem / Let’s meet again
Audio Script
e CD 3, Track 4 Lesson 9.5 Spoiler Alert
1 Well, it’s very well done, and your brush strokes are excellent. But Student Book page 110
I’m not sure the purpose of this piece is clear.
2 It seems you didn’t understand what you were supposed to do. Exercise 1 ACTIVATE
3 I mean, it’s beautiful, but the theme of the competition is
1 Check students’ comprehension of the title. Ask students
symbolism in nature—and these, they’re not very… symbolic.
4 Try looking at the environment in a way that everyone can in what kinds of situations that phrase might be used.
relate to. Direct students to read the themes in the box.
5 Do you think you could work on a few more pieces? 2 Put students in pairs to discuss the questions.
6 Try finding symbols in nature that are more… universal. OK?
7 No problem, Max. Let’s meet next week. Same time? 3 Call on volunteers to share their responses with the class.
Answers
Exercise 5 PREPARE Students’ answers will vary. Sample answers include:
1 Put students in pairs to create a situation for a role play 1 human vs. nature: The Revenant; human vs. human: Skyfall;
from the ideas in the chart or from a situation of their own. human vs. technology: Transformers
2 Direct pairs to make decisions for each bullet point. Then 2 two friends against the world, good versus evil, getting
have them plan what they are going to say. Circulate to revenge, finding love, attack from another planet, overcoming
help with ideas and vocabulary as needed. disability
Exercise 6 INTERACT t Exercise 2 WHAT’S YOUR ANGLE?

1 Put students back in their pairs to create their role plays. 1 Give students a minute to think about their favorite theme
2 Have pairs practice their role plays, switching roles if desired. and favorite movies or books with that theme.

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2 Put students in pairs to share their favorites. Remind them A Well, it is… and it isn’t. The plot is not too complex, but, as I said, it
to give reasons for their choices. has a lot of deeper meanings. Hemingway won the Pulitzer Prize
with this book and a Nobel Prize a few years later.
Answers C Oh, wow. I might consider reading it then—although I already
know how it ends now …
My favorite theme is good versus evil. There are lots of great
books and movies based on that theme. One of my favorites Speaking
is … I like it because it reminds me of the importance of Describing the plot of a book or movie
fighting evil. GO ONLINE
1 Ask students to call out the main parts of the plot of a
e Exercise 3 IDENTIFY book or movie, and write them on the board.
1 Direct students to read the questions. Then play the audio 2 Have students read the information in the Speaking
while students answer the questions. box. Read the signpost words and phrases and sample
2 Put students in pairs to share their answers. sentences. Have students repeat after you with the correct
3 Go over the answers as a class. stress and intonation.
Answers Extra Practice

Students’ answers will vary. Sample answers include: 1 Put students in groups of four or five. Tell them to ask
1 human vs. nature each other questions until they’ve discovered a movie or
2 students’ own answers a book that they’ve all seen.
2 Write on the board the words setting, main characters, and
Audio Script theme. Once students have decided on a book or movie,
e CD 3, Track 5 tell them to decide what to say about each of the words
A So, I’m going to talk about one of my favorite books, The Old Man on the board. Circulate to offer assistance as needed.
and the Sea. You’ve read it, haven’t you, Jo? 3 Have groups report to the class their setting, main
B Yes, I have. I really enjoyed it. characters, and theme while the class tries to guess the
C I’ve never read it. Who’s it by? movie or book title. Tell students they can ask the group
A The American writer Ernest Hemingway. It was published in 1952,
I think. up to 10 questions. If they can’t guess at that point, the
B He hadn’t published anything before that, had he? reporting group needs to start telling the class about the
A Yes, he had, actually. This was one of his last great books. plot until the class guesses.
C OK, so what’s the plot? 4 Continue the game as long as it is useful.
A Well, in a way, it’s a rather simple little story. It’s set in Cuba in the
1940s, and it’s about an old man—a fisherman named Santiago— e Exercise 4 INTEGRATE
who hasn’t caught a fish for 84 days. There are basically two main
characters, Santiago and … Manolin—that’s his name, isn’t it, Jo? 1 Direct students to complete the chart. Then replay the
B Yes, it is—he’s just a boy. He was helping Santiago, wasn’t he? audio while the students check their answers.
A Yes, but his parents decided he should go to a different boat 2 Have volunteers call out their headings.
because Santiago is so unlucky… So, Santiago goes out on his
own and decides to go out further into the sea than usual… Answers
B And he catches a fish …
1 title 4 main characters
A That’s right… Anyway, he goes out and he catches this huge
fish—a marlin. But he can’t get it on the boat; it’s too strong. So 2 author 5 setting
he fights the fish for three days … he’s in terrible pain … 3 year (of publication) 6 themes
C What about Manolin?
A As I said, he hadn’t come on this trip, although he had helped e CD 3, Track 5
Santiago with the boat before he went, hadn’t he?
B Yes, he had, I think … yes. Grammar in Context
A So, Santiago’s in pain, as I said, because the fishing line is cutting
him. Anyway, finally he manages to get the fish up near the boat Tag questions
and kills it. It’s the biggest he’s ever seen. So he sets off home GO ONLINE
with the fish tied to the side of the boat…but unfortunately, the
blood attracts sharks, and they come in to try to steal the marlin.
1 Go over the Grammar in Context box with students. Ask
Santiago fights them off, but in the end the sharks win. students to notice that the tag question is in the same
B It’s pretty sad, isn’t it? form as the stem.
C Yes, it is, I suppose … but it’s just a fish … 2 Point out that tag questions can come up at the end or go
A Well, in the book, it’s more than that… It’s full of themes, and for
some reviewers, this is like a fight between man and nature, or it’s
down depending on whether you are asking something
about age and youth … But it’s very well written, and it gets really or accusing someone of something (You took my wallet,
exciting. In the end, the old man gets home alive, but the sharks didn’t you?). But even when they go up at the end, they
have eaten the fish and just left the bones. don’t go up as much as information questions because
B Spoiler alert! Ali might want to read it … or see the movie. they are checking or confirming what the speaker already
C There’s a movie?
B Yeah, there have been two movies made of it, haven’t there,
thinks they might know.
Chris? 3 Read aloud the example tag questions, having students
A Yes, that’s right. OK, I won’t say anymore. But now you know the repeat after you with the correct stress and intonation.
story, basically.
C So, it is a very simple book, isn’t it?
the Student Book.
Level 4 Unit 9 137

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Extra Practice Audio Script
1 Do an oral drill with the class. Tell students you are going e CD 3, Track 7
to say the first part of a tag question and they are to 1 M1 You’ve read it, haven’t you, Jo?
complete it. F Yes, I have.
2 Say: 2 F He hadn’t published anything before that, had he?
M1 Yes, he had, actually.
You haven’t seen (current movie), … (have you?) 3 M1 …that’s his name, isn’t it, Jo?
(Current actor) wasn’t in (current movie), … (was he?) F Yes, it is—he’s just a boy.…
Brian doesn’t read much fiction, … (does he?) 4 M1 …although he had helped Santiago with the boat before
Pixar makes great animated films, … (don’t they?) he went, hadn’t he?
Hemingway wrote The Old Man and the Sea about Cuba, … F Yes, he had, I think… yes.
5 F It’s pretty sad, isn’t it?
(didn’t he?) M2 Yes, it is, I suppose…
Raul’s favorite books are the Harry Potter books, …
(aren’t they?) Exercise 7 INTERACT
Michele and Francis never go to movies, … (do they?) 1 Direct students to add the tag questions to the sentences
The plot of spy movies can be very complicated, … independently.
(can’t they?)
2 Put students in pairs to take turns asking and answering
Joelle had never seen a science fiction movie before seeing
the tag questions.
(current sci-fi movie), … (had she?)
3 Go over the answers with the class by having volunteer
e Exercise 5 APPLY pairs ask and answer each tag question.
1 Have students complete the activity independently. Answers
2 Play the audio while students check their answers. 1 You watch movies in English, don’t you?
3 To go over the answers, replay the audio, stopping as Yes, I do. / No, I don’t.
needed and having students repeat the tag questions 2 There aren’t any good movies on right now, are there?
when the recording is paused. Yes, there are. / No, there aren’t.
3 People don’t read very much anymore, do they?
Answers Yes, they do. / No, they don’t.
1 haven’t you 3 isn’t it 5 isn’t it 4 You’ve never written a book, have you?
2 had he 4 hadn’t he Yes, I have. / No, I haven’t.
5 Movies were better in the past, weren’t they?
Audio Script Yes, they were. / No, they weren’t.
e CD 3, Track 6
1 Exercise 8 PREPARE
A You’ve read it, haven’t you, Jo? Have students write their notes independently. Circulate
B Yes, I have.
2 to offer assistance as needed. Students might want to use
B He hadn’t published anything before that, had he? their phones to find specific information about their book
A Yes, he had, actually. or movie.
3
A …that’s his name, isn’t it, Jo? Exercise 9 IMPROVE
B Yes, it is—he’s just a boy. …
4 1 Review with students how to give good feedback. Remind
A …although he had helped Santiago with the boat before he them to first tell their partners what they liked about their
went, hadn’t he? plot descriptions and then offer a suggestion or two of
B Yes, he had, I think…yes. how to make the description clearer. Also remind them
5 that they can ask their partners questions.
B It’s pretty sad, isn’t it?
C Yes, it is, I suppose… 2 Put students in pairs to take turns describing their book
or movie plots to one another and giving each other
e Exercise 6 IDENTIFY feedback.
2 Go over the options students wrote by having them call
Exercise 10 SHARE
them out. 1 Give students a moment to think about the feedback
they received in Exercise 9 and see if they can make any
3 Play the audio, and have students underline the correct
improvements in their plot descriptions.
answer.
2 Put students in groups to take turns describing their
4 Put students in pairs or small groups to take turns asking
movie or book plots.
and answering the tag questions.
Answers
1 Yes, I have. / No, I haven’t. 4 Yes, he had. / No, he hadn’t.
2 No, he hadn’t. / Yes, he had. 5 Yes, it is. / No, it isn’t
3 Yes, it is. / No, it isn’t.

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Maugham is or has read any of his books. Explain that he is
a famous British writer who was very popular in the 1930s.
Unit 9 Review 2 Read the quote aloud. Put students in pairs or small
Student Book page 155 groups to discuss the meaning of the quote. Ask students
if the quote applies to them as well.
Vocabulary 3 Direct pairs or groups to discuss the questions. Remind
Exercise 1 students to give examples to illustrate their points.
4 Ask students to write a “quote” about the perils of giving
Answers criticism or the issues of receiving it or to find one in their
1 performance 3 plot 5 script own language and say what it means in English. Monitor
2 scene 4 theme and help with vocabulary.
5 Have them share their quotes with the class.
Exercise 2 GO ONLINE Encourage students to go online to
listen to the podcast and add their comments to the
Answers
discussion board.
1 powerful / powerless 6 usable / useless / useful
2 traditional 7 creative
3 comfortable 8 successful / successive
Zoom In
4 active 9 enjoyable
5 hopeful / hopeless 10 cultural
Exercise 7
1 For Task 1, give students a moment to think about a bad
GO ONLINE Encourage students to go online to play the movie they’d seen. Then put students in pairs or small
vocabulary game. groups to take turns telling each other about their bad
movies. Remind them to give reasons for their opinions.
Grammar 2 For Task 2, have students work independently to write a
review of a store they have visited. Circulate while they
Exercise 3 write to offer assistance as needed. After students finish,
Answers have half the class post their reviews on the board or
1 The movie that I liked best was also the longest one. the wall and stand next to them while the other half of
2 None of the actors, who are all American, have won awards the class walks around reading the reviews and asking
before. questions. Then have students standing switch roles with
3 I love going to movie theaters that have big comfortable the ones reading.
seats.
3 For Task 3, put students in groups of five or six to take
4 The worst review that I saw online was about the restaurant
turns telling each other about the places they chose.
service.
5 The best review I read was about the food, which I thought Direct students to think of questions to ask each other
was delicious. about the place they chose and the reasons the places
received five stars.
Exercise 4 Answers
Answers 1 I saw . I thought it was particularly bad mainly
Students’ answers will vary. Sample answers include: because the script was boring and the things the characters
1 likes music had to do were not believable.
2 there are a lot of stores 2 Impressions is a clothing store I like a lot. It sells women’s
3 are comfortable casual clothes. I like it because they always have the latest
4 I have nothing to do fashions and they aren’t too expensive. Most of their clothes
5 famous people like to eat are comfortable but trendy.
3 This is a photo of a five-star restaurant I once visited. The food
Exercise 5 was very good, but it was very expensive. The restaurant
specializes in vegetarian food. Everything was fresh and
Answers delicious. I had vegetarian lasagne when I was there. And the
1 haven’t you? 4 do you? desserts are particularly good. I also really like the atmosphere
2 had you? 5 aren’t you? there. The music is loud and there are always a lot of people
3 don’t you? there so it feels like you are in a party.

Exercise 8
grammar game. 1 Tell students to think about how they did on each of
the tasks.
Discussion Point 2 Remind them that they can review the online activities for
1 Draw students’ attention to the quote. Check students’ Answers
comprehension of praise. Ask if anyone knows who
Level 4 Unit 9 139

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Wide Angle Teacher’s Guide Unit 10 Mysteries
Unit Overview • Use could have, might have, may have, might not have
and must have to speculate and make deductions about
Introduction to the unit the past
The title of this unit—Mysteries—summarizes the main • Learn phrases with on
themes: our attempts to understand some enduring • Vocabulary: hand, account, purpose, on display, whole, on
mysteries of life, mysterious codes and forms of writing, second thought, time (Oxford 3000)
the mystery of unexplained stories, figuring out the
purpose of mysterious objects, and listening to a podcast 10.3 What Could Have Happened?
about the importance of mysteries, and speculating about Writing Skill Using reasons and result linking words
possible solutions to mysteries. Grammar in Context Ability and possibility: Present, past,
In Lesson 10.1, the theme of mysteries is reflected in and future
the following activities: a discussion about students’ • Use linking words to show connections between ideas
comfort levels with not knowing the answers to some • Use can and be able to for present abilities and possibilities,
of life’s mysteries, listening to a podcast about the role and use could, couldn't and was / were (not) able to for past
of mystery in our lives, and using modals to express abilities and possibilities
possibility and deduction. In Lesson 10.2, different • Write an article about a mystery
codes and writing systems are focused on in exercises
• Vocabulary: analyze, assume, build up, complex,
that include reading about the attempts of scholars to
concentrate, definite, puzzling, rational (Oxford 3000)
decode the Voynich manuscript, distinguishing between
fact and speculation, using modals in the past to make 10.4 I Meant to Tell You …
deductions, and studying common phrases with on. In
Real-World English Correcting someone
Lesson 10.3, students will think about what could have
happened while reading about the Easter Island statues. • Tell someone they are wrong
They will also focus on using reasons and result linking • Correct someone when they are wrong
words to help with reading comprehension; using can • Watch a video on telling someone they are wrong and
and be able to to talk about ability and possibility in the correcting them
present, past, and future; learning vocabulary used to talk
about mysteries; and writing about a mystery. In Lesson 10.5 Mystery Objects
10.4, students will watch a video about having to tell Speaking Speculating about the present and past
someone they are wrong about something. They will Pronunciation Skill Unstressed modal verbs in speculating
also practice ways to correct someone in the Real-World • Listen to people talk about mysterious objects
English Strategies. Finally, in Lesson 10.5, the exercises
• Recognize and practice unstressed modal verbs in
speculating
of mysteries by having them speculate about the purpose
of mysterious objects and practice speculating about the • Speculate about situations
present and past when they aren’t sure of the facts about
something. Resources
Lessons Oxford Readers Correlations
10.1 It’s a Mystery The Thirty-Nine Steps (9780194791885)
Listening Skill Recognizing chunks of language Teacher’s Resource Center
Grammar in Context could, may, and might: Possibility and Assessments: Unit test
deductions English For Real video
• Learn about how language chunks show meaning Grammar focus
• Recognize language chunks to help comprehension Grammar PPTs
• Use could, may, and might to talk about possibility Grammar Worksheets
• Use could, may, and might to make deductions Oxford Reference Worksheets: upper/lower
Vocabulary cards
10.2 Mysterious Code Newslea articles
Reading Skill Distinguishing between fact and speculation
Word list
Grammar in Context Deductions about the past
Vocabulary Development Phrases with on
• Identify facts from speculation to help with
comprehension and following argumentation

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Unit Opener find mysteries interesting and which do not. For the third
question, ask students to talk about specific examples of
mysteries in their lives that they have solved, e.g., single
The unit opener photo shows an abandoned boat socks going missing after doing the laundry.
shipwrecked on land in Aralsk, Kazakhstan. The boat is sitting
on desert land that used to be a harbor on the Aral Sea, Answers
which dried up in the 1990s. This mystery is a good jumping- Students’ answers will vary. Sample answers include:
off point for the unit. 1 Things are mysterious when we can’t understand how
something happened or why they ended up the way
Photographer they did.
2 People feel uncomfortable with unsettled things. They want
Nadia Shira Cohen to know why or how something happened or ended up the
Nadia Shira Cohen (b. 1977) was born in Boston. At the way it did.
age of 15 Nadia was diagnosed with cancer, and at the 3 People solve mysteries in many different ways. Sometimes
same time, she received her first camera. She began they do research, and sometimes they interview different
documenting her physical transformation in portraits people and ask a lot of questions. Solving mysteries usually
as well as documenting her peers in the hospital. She begins with coming up with the right questions to ask.
continued to pursue her passion for photography at the
University of Vermont, with a semester abroad at the r Video Script
SACI School in Florence, Italy. In 2014 Nadia became a This image was taken in a shopping mall in Rome during
staff photographer for the International Committee of a festival for children. The performer was storytelling and
the Red Cross. She has been based in Rome, Italy, since singing and the kids were just ecstatic about it.
2007 where she has been diligently working to tell stories Children often make wishes for the present, for a toy or
of the lives of people who interest her and that she a special thing to eat. But they can also make a wish for
compassionately feels the need to expose. Today Nadia is something far away in the future. It can be something
a freelance photojournalist and a correspondent for The attainable, like what they wish to be when they grow up,
New York Times. She works frequently in Latin America or something more metaphysical and vague, like wishing
as well as in Haiti, Kazakhstan, the Congo, Rwanda, and to fly or to be a superhero. When I was a kid, I wished for
Kosovo, focusing on human rights, reproductive rights, experiences. I dreamed of travel, especially to places with
environmental issues, disaster, revolution, and migration, warm climates that were exotic compared to what I grew
among other issues. Her work has been exhibited up in. And perhaps this was because I didn’t travel a lot as
internationally, and she is an IWMF Fellow and a Pulitzer a child. My children wish to ride horses and paraglide with
Center on Crisis Reporting grant recipient for her work on their dad. But they also wish to eat candy, drink soft drinks,
gold mining in Romania. and eat cake, of course.
Many of my wishes have come true in life. In fact, I don’t
Unit Snapshot think I would have been able to move to Rome, or to have
1 For question 1, ask students to share any personal or children and to keep my career if I didn’t continue to dream
famous mysteries they are aware of. and wish for things.
2 For question 2, have students think about any mystery Exercise 1
books they might be aware of. If they aren’t aware of any,
1 Explain that students are about to read a riddle. Ask
ask them to guess what might be in a mystery book.
students if they know of any riddles to share.
3 For question 3, ask students if they are aware of any
2 Have students read the text, and give them a minute to
mystery holes.
think about possible solutions to the riddle.
1 Put students in groups to share their ideas. Circulate to
picture. When you ask students to describe the image,
help out with vocabulary as needed.
provide words and phrases to help them as necessary,
for example, shipwreck, rusted out, and desert. Ask specific 2 Have groups share their ideas.
questions about the picture: What kind of ship do you think Answers
this was? Where do you think this ship is? Why is this ship on Students’ answers will vary. Sample answers include:
land? What do you think might have happened to it? The elevator buttons are arranged in one column, with the
2 Optionally, before asking students to answer the ground floor button at the bottom and the highest number at
discussion questions, show the photographer video the top. The man is very short, and so although he can reach the
where Nadia Shira Cohen answers these questions from lowest buttons easily on his way out in the morning, he is unable
her perspective. Play the video for students as many times to reach above the middle button when he returns. However,
when he has his umbrella with him, he can reach the top-floor
button.
vocabulary items.
3 For the first question, ask students to think of something
mysterious and then to think what makes it such. For
the second question, discuss the reasons mysteries are
interesting to people. Also discuss the types of mysteries
that are more interesting than others and which students
Level 4 Unit 10 141

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Real-World Goal Answers
By the end of this unit, students will be able find out about a 1 One day, they will reveal the truth.
local mystery because they will have learned different ways 2 The person disappeared in mysterious circumstances.
to speculate about the present, past, and future; vocabulary 3 The reason will remain a mystery forever.
specific to talking about mysteries; modals used to talk about 4 It’s difficult to prove what actually happened.
possibility and ability; and how to tell someone they are 5 Not many people manage to disappear forever.
6 The place had a very strange atmosphere.
wrong and correct them. They will also have practiced writing,
7 There was little evidence to show what happened.
reading, and talking about past and present mysteries. 8 People were puzzled to discover the reality.
Exercise 4 USE
Lesson 10.1 It’s a Mystery 1 Put students in groups to complete the exercise. Circulate
to help with ideas and language.
2 Have groups tell their mystery stories to the class or, in the
Exercise 1 ACTIVATE case of big classes, to half the class. If desired, have the
1 First, direct students’ attention to the title of the lesson. class vote on their favorites.
Ask students if they or anyone they know likes reading or
watching mysteries. Ask those who like mysteries if they
try to figure them out when they are reading or watching 1 Direct students to listen to the text and then complete the
them. Have volunteers share their thoughts. Ask students exercise independently.
how this relates to the title of the unit and what they think 2 Put students in pairs to compare answers. Go over the
the lesson will be about. answers as a class.
2 Give students a minute to complete the sentence to Answers
express their own view on life, or character. artist, philosopher
3 Put students in groups to compare and discuss their
views. Tell them to be explicit about the things they need Audio Script
to understand and don’t need to understand. e CD 3, Track 8
4 Have volunteer groups share some interesting ideas that We all need mystery in our lives. That’s according to John Newling,
an artist who decided to insure himself against not having enough
came out of their group discussion. mystery. The insurance company agreed to pay him if he didn’t have
any. For Newling, mystery must be a necessary part of life because
Answers
without it we feel that something important is missing. He is not the
first to think that mystery is important; a philosopher once said that
In our group, most students said it depends what the mystery is.
life is not a problem to be solved—it is a mystery to be lived.
Some people don’t need to understand things like technology
or science-based things but want to understand why people do
the things they do. Others felt they must have an explanation for
Listening Skill
everything. Recognizing chunks of language
GO ONLINE
Exercise 2 VOCABULARY 1 Tell students to count the pauses in the sentence you
1 Have students read the words in the boxes. Check are about to say, and read a long sentence aloud to
students’ comprehension of atmosphere, disappear, students—for example, the first sentence of the direction
evidence, puzzled, and reveal. Ask students what word line to Exercise 4. Ask students how many pauses they
types mysterious and mystery are (adjective and noun). heard (two or three depending on how you say it). Say the
2 Direct students to complete the exercise independently. sentence again, having students raise their hands when
3 Put students in pairs to share their completed phrases. they hear you pause. Explain that people pause after
saying groups of words that express meaning. Tell them
these groups of words are called chunks.
out their completed phrases.
2 Have students read the information in the box. Read the
Answers example sentences aloud, having students repeat after
1 atmosphere 5 evidence you with the correct pauses.
2 mysterious 6 prove
3 mystery 7 puzzled Extra Practice
4 disappear 8 reveal 1 Direct students to the riddle on page 111. Tell them to
put slashes where they think someone reading it aloud
would pause.
Exercise 3 BUILD 2 Put students in pairs to compare their slashes. Have them
1 Direct students to complete the exercise individually. read their riddles to each other, pausing where they put
2 Put students in pairs to take turns reading their completed the slashes.
sentences to each other. 3 Explain that there is no absolute answer to where the
3 Have volunteers call out their answers with the class. slashes should go but that they shouldn’t pause in the
middle of words that go together.
4 Read the riddle to students, and ask them to see if their
pauses align with yours.

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e Exercise 6 APPLY in mysterious circumstances? You have lost a piece of jewelry, for
example, and you finally find it in the place you have checked a
1 Suggest that students mark the chunks with slashes. hundred times… You know it wasn’t there yesterday—but there it is
Play the audio while students complete the exercise today, challenging your logical thinking and investigative skills. Or
independently. think about the fairly common story when people follow a mystery
2 Put students in pairs or small groups to compare answers figure. The figure shows them the way out of a dangerous situation
and then disappears, leaving the person wondering if they might be
by telling each other what they marked as chunks.
going crazy… Was the mystery figure ever there in the first place? At
3 Have volunteer call out their answers. Replay the audio as the very least, most of us would agree, mystery makes the world a
needed. more exciting place to live in. But it may also be something we need
in order to stay human, as Newling believes.
Answers
1 We all need mystery ¦ in our lives. e Exercise 8 APPLY
2 The insurance company agreed to pay him ¦ if he didn’t
1 Have students read the incomplete sentences. Then
have any.
3 He is not the first to think ¦ that mystery is important.
replay the audio while students complete the exercise
4 Life is not a problem to be solved ¦ it is a mystery to be lived. independently.
Audio Script completed chunks.
e CD 3, Track 9 3 Replay the audio for students to check their answers.
1 We all need mystery in our lives. Then have volunteers call out their completed chunks.
2 The insurance company agreed to pay him if he didn’t have any. If needed, replay the audio, stopping to have students
3 He is not the first to think that mystery is important. repeat the chunks aloud and fix their answers.
4 Life is not a problem to be solved. It is a mystery to be lived.
Answers
e Exercise 7 INTEGRATE 1 It is difficult to imagine life without mystery.
1 Direct students to read the sentences. Check their 2 Newling asked people to share their mysteries…
comprehension of a mystery figure. Have students read the 3 After all, who hasn’t experienced a mysterious coincidence?
glossary definitions before listening. 4 You know it wasn’t there yesterday—but there it is today, …
5 At the very least, most of us would agree, mystery makes the
2 Play the audio while students complete the exercise
world a more exciting place to live in.
independently.
3 Put students in pairs or small groups to compare their Audio Script
answers.
e CD 3, Track 11
4 Go over the answers as a class by having volunteers call 1 It is difficult to imagine life without mystery.
out their answers. If desired, have students make the false 2 Newling asked people to share their mysteries…
sentences true. Replay the audio to help as needed. 3 After all, who hasn’t experienced a mysterious coincidence?
4 You know it wasn’t there yesterday—but there it is today, …
Answers 5 At the very least, most of us would agree, mystery makes the
1 T world a more exciting place to live in.
2 F (from a week after)
3 T e Exercise 9 INTEGRATE
4 F (wonder if they’ve gone crazy when the mystery figure 1 Have students read the notes and think about the types
disappears) of words that could go into each space. If they can
5 T remember any of them, have them fill them in in pencil.
2 Play the audio while students fill in the blanks
Audio Script
independently.
e CD 3, Track 10 3 Put students in pairs to read their completed notes to
It is difficult to imagine life without mystery, but modern life is taking
it away day by day. As science can now explain almost everything
each other.
from the stars to how our brains work, there is less need to imagine. 4 Go over the answers by having volunteers read the notes
At our present rate of progress, it can’t be long before our whole aloud. Replay the audio as needed.
life is explained for us. But thanks to an experiment Newling did,
it seems that we might have a chance of not reaching this point. Answers
Newling asked people to share their mysteries, and he collected 1 science 6 calls
examples from 281 people in one year. He found that almost any 2 mysteries 7 object
of us can remember times in our lives when something happened 3 281 8 dangerous
for which we can find no explanation; mystery could be simply a 4 remembers 9 exciting
normal part of human life. Some events people described were 5 evidence 10 human
very strange, like that of the woman who woke up from a long
coma, and whose first words were the answer to a crossword clue
her family was trying to solve a week after she went to sleep. She e CD 3, Track 10
probably “heard” them talking and found the answer, but she cannot
remember. It remains a mystery. Based on my own observation Exercise 10 INTERACT
rather than scientific evidence, I do believe that most people have 1 Give students a minute to think of something they can
experienced mystery in their lives. After all, who hasn’t experienced
share. Circulate to help with vocabulary and ideas.
a mysterious coincidence? This may be something trivial, but it still
seems very strange. For example, you are thinking of calling a friend 2 Put students in pairs to share their mysterious thing
after several years without any contact. The phone rings; it’s your or event.
friend. Or how about when objects disappear and then reappear
Level 4 Unit 10 143

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3 Have volunteer pairs share their story with the class. 2 Put students in pairs to talk about their own ideas about
Alternatively, have students relate their partners’ stories. the sentences in Exercise 11 using the modal verbs in the
Grammar in Context box.
Answers
3 Have volunteers share their ideas.
Once when I was … Answers
Grammar in Context I agree that newspapers might not be true depending on the
newspaper.
could, may, and might: Possibility and deductions
GO ONLINE
1 Go over the Grammar in Context box with students. Read
aloud the example sentences, having students repeat
after you with the correct stress and intonation. Elicit from Lesson 10.2 Mysterious Code
students that verbs following modal verbs are always in Student Book pages 114 – 116
the base form.
2 If students started a tenses or verb forms notebook in Exercise 1 ACTIVATE
Unit 1, have them add the information in this box to it. 1 First, direct students’ attention to the title of the lesson.
3 For additional practice, see Grammar focus on page 168 in Ask students what code might mean here. Have students
the Student Book. look at the photos and say what they see. Ask students
how this relates to the title of the unit and what they think
Extra Practice the lesson will be about.
1 Write the following on the board: after class, this evening, 2 Put students in pairs to discuss the questions.
tomorrow morning, tomorrow evening, this weekend, next
month, on their next birthday, next summer, next year. Answers
2 Elicit a question about the future from students, and write Students’ answers will vary. Sample answers include:
it on the board, e.g., What will you be doing after class? 1 I can’t understand any of them, but my aunt is blind and can
3 Put students in pairs to take turns asking each other read Braille.
questions about the times on the board. Tell students 2 The Voynich manuscript can’t be understood by anyone.
to use the different modal verbs to express uncertainty.
Circulate to help with vocabulary and structure. Exercise 2 IDENTIFY OXFORD REFERENCE
4 Have volunteers call out their sentences. 1 Give students a limited amount of time to read the title
and the first paragraph. Then have them think about the
e Exercise 11 IDENTIFY answer to the question.
1 Direct students to read the sentences. Tell them to think 2 Ask a volunteer to call out the answer.
about the appropriate modal verb to use.
2 Play the audio while students fill in the blanks. Answers
3 Put students in pairs to take turns reading their completed a manuscript with pictures and mysterious code that looks like
writing but that people can’t be sure is a real language
sentences to each other. Then have them decide together
how certain the speaker is.
4 Go over the answers by having volunteers read the Reading Skill
sentences and say how certain they think the speaker is. Distinguishing between fact and speculation
Replay the audio as needed. GO ONLINE
Answers 1 Direct students to read the information in the Reading

1 Stories we read in newspapers may not be true; unsure Skill box. Elicit from them the difference between fact and
2 Scientific theories might not be as correct as they claim to speculation.
be; unsure 2 Read the example sentences, having students repeat after
3 There may be mysteries we will never solve; more certain you with the correct stress and intonation.
4 Some of the mystery stories on the Internet could be true;
less certain Extra Practice
5 Simple natural reasons might be the cause of some of today’s 1 Write the following statements on the board:
mysteries; less certain a Taking vitamins will make us live longer.
6 Many mysterious images you see online couldn’t be real— b Recycling is good for the environment.
they must be edited; absolutely certain c Brisk walking is as good as running for your health.
d Too much exposure to the sun ages your skin.
e CD 3, Track 12 e Cell phones cause cancer.
f Green is a relaxing color.
2 Put students in pairs to decide which are facts and
1 Direct students’ attention to the photo. Ask them to say which are speculation (facts: b, d, f; speculation: a, c, e).
what the man looks like he is thinking. Remind students Direct them to rewrite the speculation sentences with
to use could, couldn’t, may, may not, might, or might not in modal verbs.
their sentences. Write their sentences on the board.
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3 Have students share their sentences with the class.
Answers
4 Have students write their own list of facts and Students’ answers will vary. Sample answers include:
speculation sentences to exchange with another pair Fact: Hundreds of pages long, paper and ink date from the 15th
and repeat step 2. or 16th century.
Speculation: There could be a language that disappeared that no
Exercise 3 INTEGRATE one knows about.
1 Have students read the text more carefully to complete Fact: A mix of “writing” and nearly 500 scientific drawings
the table independently. Speculation: Scientists and artists must have worked together
on it.
Fact: There are two basic theories about the manuscript.
Speculation: People might come up with more theories.
Exercise 4 ASSESS Fact: Generations of scholars have given decades of their lives
1 Put students in pairs to compare tables. Tell students that trying to decipher it, getting no closer.
if they don’t agree, they should find evidence in the text to Speculation: Maybe it couldn’t be done without computers.
support the information they think is a fact. Fact: Marcelo Montemurro, a scientist at the University of
2 Write the table on the board, and have volunteers come Manchester, found language patterns.
up to the board to complete the table with their notes. Speculation: Marcelo Montemurro might be able to decode it.
Answers
Grammar in Context
Possible facts: Deductions about the past
Hundreds of pages long, paper and ink date from the 15th or GO ONLINE
16th century
1 Write on the board: Your hair is wet. You must have taken
A mix of “writing” and nearly 500 scientific drawings,
No one has been able to translate a single word of it.
a shower. Elicit from students that you are making a
There are two basic theories about the manuscript. deduction. Point out that deductions express more
Generations of scholars have given decades of their lives trying certainty than speculations.
to decipher it, getting no closer. 2 Direct students to read the information in the Grammar in
Marcelo Montemurro, a scientist at the University of Manchester, Context box.
found language patterns. 3 Read the example sentences aloud, having students
Possible speculation:
repeat after you with correct stress and intonation.
The discovery of the manuscript must have been very exciting.
Could be a real language, an invented language, or a fake. 4 If students started a tenses or verb forms notebook in
It might have been written by a great scholar, e.g. Roger Bacon, Unit 1, have them add the information in this box to it.
a 13th-century English philosopher and scientist who some 5 For additional practice, see Grammar focus on page 168 in
people claim wrote works attributed to Shakespeare). the Student Book.
It could have been a hoax.
A breakthrough may finally have been made. Extra Practice
Montemurro might have found evidence that it is a language. 1 Bring to class enough magazine pictures of people or
There are many scholars around the world who will be delighted. animals for pairs of students to have one each. Write a
If it is true, it would be the end of one of the world’s great number on each picture.
mysteries. 2 Put students in pairs to make positive and negative fairly
certain deductions and one less certain speculation
Exercise 5 EXPAND about what happened before the picture was taken. Give
1 Go over the example sentences as a class. Have students each pair a letter, and direct them to write the letter on
complete the exercise independently. the top of their paper. Circulate to help as needed.
3 Collect all the photos and sentences, and post them on
2 Put students in pairs to share their sentences. Alternatively,
the wall or board randomly. Tell students to look at the
have half the class stay seated while the other half walks
photos with a notebook in their hands and match the
around finding a student who wrote about the same fact.
photos and the sentences independently.
Then have them compare their speculation sentences about
4 Have students sit back down, and for each picture,
those facts. Then have them do the same for their next fact.
have students call out the letter of the sentences
3 Have volunteers share their fact and speculation they matched to it. Write the letters underneath each
sentences with the class. picture. The picture that has the most correctly matched
sentences wins.
Exercise 6 APPLY
2 Put students in pairs to compare sentences. Have them
discuss which they agree with most and why.
Level 4 Unit 10 145
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Students’ answers will vary. Sample answers include: on the one hand on account of
The discovery of the Voynich manuscript must have been very on the other hand on purpose
exciting.
The discovery of the Voynich manuscript might / may (not) have Extra Practice
been very exciting. 1 Write the following mysteries or others you think
The discovery of the Voynich manuscript couldn’t / can’t have students are more likely to be familiar with on the board:
been very exciting. the building of Stonehenge
the building of the Egyptian Pyramids
Exercise 7 IDENTIFY missing ships and planes in the Bermuda Triangle
who Jack the Ripper was
1 Have students look at the sentences. Explain that the a
2 Put students in pairs or small groups to make sentences
and b options show different levels of certainty. Direct
with the on phrases in the Vocabulary Development box.
students to complete the exercise independently.
Give students the opportunity to check the Internet for
2 Put students in pairs or small groups to compare their information about some of these mysteries.
answers. 3 Have volunteer pairs or groups share their sentences
3 Have volunteers call out their answers. with the class.
Answers Exercise 10 IDENTIFY
1 a 2 b 3 a 4 a
2 Put students in pairs to take turns reading their completed Answers
sentences to one another. 1 on purpose 7 on the one hand
3 on account of 8 on the other hand
3 Go over the answers as a class by having volunteers share
their completed sentences.
Exercise 11 BUILD
Answers 1 If necessary, review the meaning of the phrases with
students by putting them into example sentences. Direct
1 The Voynich manuscript couldn’t / can’t have been written by
children. students to complete the exercise independently.
2 Wilfrid Voynich may / might / could have created the 2 Put students in pairs to take turns reading their completed
manuscript himself. sentences to each other.
3 Other ancient people may / might / could have introduced 3 Have volunteers call out their answers with the class.
hieroglyphics to the Egyptians.
4 Louis Braille (the inventor of the Braille code) must have been Answers
very clever. 2 on second thought 5 on time
5 Computer code couldn’t / can’t have been easier to learn in 4 on the whole 6 on display
the past.
Oxford 3000 words
t Exercise 9 WHAT’S YOUR ANGLE? on display on second thought
1 Give students a moment to read the question and think on the whole on time
about their answer.
2 Put students in pairs to discuss their answer. Remind them Exercise 12 APPLY
to answer with speculation and modal verbs and to give 1 Explain that students are to write about themselves. Have
reasons for their answer. students complete the exercise independently.
3 Go over the answers as a class by having volunteers call 2 Circulate to check students’ sentences.
out their answers. Focus mainly on the grammatical 3 Postpone going over answers until after Exercise 13.
accuracy of the deductions and speculations.
Answers
Students’ answers will vary. Sample answers include: On the whole, I used to enjoy mysteries, but I don’t anymore.
I think the Voynich manuscript can’t be a hoax because it would Most of the world’s important historical documents were on
take too long to do, but my partner … display in an exhibition I saw last month.
On second thought, I think the whole story about the Voynich
manuscript was a hoax.
Vocabulary Development I was on time for class yesterday, but many of my classmates
Phrases with on were late.
GO ONLINE
1 Direct students to read the information in the Vocabulary
Development box.
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t Exercise 13 WHAT’S YOUR ANGLE? 2 Direct students to read the information in the Writing Skill
1 Direct students to read the example conversation. Point box. Have students compare the reason and result linking
out that student B is making a deduction to explain why words with the words on the board.
they think the sentence is not true. Extra Practice
2 Put students in pairs to tell each other their sentences and 1 Put students in groups of five or six, and have them sit in
to guess which sentences are true and which are false. a circle to play the chain game once again. This time start
Circulate to help as needed. them with a reason, and have them go around the circle
with the first student giving a result for the reason, the
next student using the result as a reason, and so forth.
2 Start them with a reason such as No one knows if there
Lesson 10.3 What Could Have are aliens because there are no photos of them.
3 Alternatively, write some reason and result phrases on
Happened? the board, and put students in pairs to create sentences
Student Book pages 117 – 119 with them.
Exercise 1 ACTIVATE Exercise 4 IDENTIFY

1 Have students look at the title of the lesson and say how it 1 Have students complete the exercise independently.
relates to the unit theme. 2 Put students in pairs or small groups to compare their
2 Put students into groups to discuss what could have answers.
happened in each of the photos on the page. Remind 3 Have volunteers call out their answers.
them to use deduction and speculation modal verbs.
3 Have volunteers call out their ideas. Answers
1 Reasons:
Answers For this reason, I have been reading about mysteries. (The
Students’ answers will vary. Sample answers include: writer has been thinking about the most puzzling mysteries in
I think the statues were left behind by aliens thousands of the world.)
years ago … However, I have decided that a hole in North America, called
the Oak Island Money Pit, is the most mysterious because it
should be something we can solve, but nobody has. (The
Exercise 2 IDENTIFY puzzle over the hole has no explanation, even though it
1 Direct students to complete the exercise independently. seems it should have.)
2 Put students in pairs or small groups to compare their Since the hole is on a tiny, rarely visited island off Nova Scotia,
answers. Canada, it was not found until 1795, although it is probably
much older. (The hole wasn’t found until 1795.)
3 Have volunteer pairs or groups call out their answers. The hole has a mechanism which automatically fills it with
water when someone tries to go down it, and because of
Answers
this nobody has found the money (if it is there!). (Nobody has
1 the Oak Island Money Pit
found the money.)
2 Easter Island, the Antikythera Mechanism
2 Result:
It is a complex structure, and therefore, we can assume that
t Exercise 3 WHAT’S YOUR ANGLE? it was made by very clever people, but nobody can say who.
1 Give students a minute to read the questions and think (The complexity of the structure.)
about how they might answer them. Therefore, I am writing to ask you, my readers, that if anyone
has any theories about it, please share them with us. (The lack
2 Put students in pairs to discuss the questions. of valid explanation for the existence of the hole.)
Answers
Students’ answers will vary. Sample answers include: Exercise 5 APPLY
1 I think the Money Pit is the most interesting because it doesn’t 1 Direct students to look at the different sentences to
seem like it could even be a real thing.
determine whether they are reasons or results. Then have
2 I think Native Americans must have made the Money Pit.
them complete the exercise independently.
3 I would send a water proof drone down the Money Pit to get
the money out. 2 Put students in pairs or small groups to compare their
rewritten sentences.
Writing Skill 3 Go over the combined sentences as a class by having
volunteers read their sentences. As there will be a few
Using reasons and result linking words variations for each one, ask volunteers who rewrote their
GO ONLINE sentences differently to share theirs as well.
1 Elicit the cause and effect linking words students
learned in Lesson 8.2, and write them on the board
(cause: because, since, as, because of, and due to; result:
so, therefore, consequently, and as a result). Ask students
how they think reason and result linking words might be
similar or different.
Level 4 Unit 10 147
4511179_WA_TG4.indb 147 5/10/19 12:30 PM

Answers 3 To go over the answers, have volunteers read their
Students’ answers will vary. Sample answers include: completed sentences.
1 Many people know about this mystery since / because / as
Answers
there is lots of information on the internet about it.
1 The scientist couldn’t completely explain the cause, but she
2 People love the idea of a mystery animal in the water.
was able to give some reasons.
Therefore, / Consequently, / As a result, / So many tourists visit
2 In the past, you couldn’t visit the place independently, but
each year.
you could go in a group.
3 Nobody knew about the hole until the 18th century because
3 The theory couldn’t explain everything that happened, but
few people went to the island before that.
you could get the general idea.
4 We still have no way to explain what happened.
4 Fortunately, I was able to escape, but I couldn’t get the
Consequently, / Therefore, / So it remains a mystery.
experience out of my mind.
5 A program was made about the mystery last year. Because of
5 You could read about the history, but you couldn’t see video
this, / Consequently, / Therefore, more people are interested
of the place until now.
in the mystery now.
Grammar in Context Exercise 8 INTEGRATE

1 Give students time to complete the sentences
Ability and possibility: Present, past, and future independently. Circulate to help with vocabulary as
GO ONLINE needed.
1 Write on the board: Nobody is able to climb down to the 2 Put students in pairs to compare their sentences.
bottom of the hole. Ask students how to say it another way, 3 Have multiple volunteers call out their answers for
eliciting can. Point out that this is the present, and elicit each one.
ways to say it in the past and future. Write what students
say on the board. Answers
2 Direct students to read the information in the Grammar in Students’ answers will vary. Sample answers include:
Context box. 1 get access to information
2 figure out how to live without stress in their lives.
3 Read the example sentences aloud, having students 3 save money
repeat after you with correct stress and intonation. 4 read other people’s minds
4 If students started a tenses or verb forms notebook in Unit 5 make their own clothes
1, have them add the information in this box to it.
5 For additional practice, see Grammar focus on page 168 in Exercise 9 VOCABULARY
the Student Book.
1 Check students’ comprehension of examine, reasonable,
Extra Practice and made up of. Have students complete the exercise
1 Put students in pairs to change the time of the example independently.
sentences in the Grammar in Context information box. 2 Put students in pairs to compare answers.
Tell them to decide if the sentences should be positive or 3 Have volunteers call out the answers. When going over
negative in different times. Circulate to help as needed. the answers, say the words, and have students repeat after
2 Join pairs together to compare their different sentences. you with correct stress and pronunciation.
3 Have volunteers call out their sentences while you write
them on the board. Answers
4 Alternatively, have students make true sentences about 1 a 3 b 5 a 7 a
themselves using modal verbs to express ability and 2 a 4 b 6 b 8 b
possibility in the present, past, and future.
Oxford 3000 words
Exercise 6 INTEGRATE analyze build up concentrate puzzling
1 Check students’ comprehension of calculate. Direct assume complex definite rational
students to complete the sentences independently.
2 Put students in pairs to take turns reading their completed Exercise 10 USE
sentences to each other. 1 If desired, elicit the common word forms of the words in
3 To go over the answers, have volunteers read their Exercise 9. As you elicit them, write them on the board.
completed sentences. Check students’ comprehension of motive and suspects.
2 Direct students to read the sentences and complete the
Answers
exercise independently.
1 were … able to 3 can 5 can
2 could 4 has been able to 6 can 3 Put students in pairs to take turns reading their sentences
to each other. If they have different answers or word
forms, ask them to say why they chose the word or word
Exercise 7 APPLY form that they did.
1 Tell students to pay attention to whether they need a
4 Go over the answers as a class by having volunteers read
positive or negative verb. Have students complete the
their sentences. Take the time to point out the clues in the
exercise independently.
sentences that show what word form is needed.
4511179_WA_TG4.indb 148 5/10/19 12:30 PM

Answers 2 Have students read the list of items and add one more to
1 build up 5 concentrating the list independently.
2 complex 6 rational 3 Put students in pairs to discuss the question.
3 analyze 7 assume 4 Have volunteer pairs call out their answers.
4 definite 8 puzzling
Answers
Exercise 11 PREPARE People borrow all of these things from friends or family.
1 Have students look at the photo of the dark foggy road.
Ask them to say what they see and how it makes them feel.
2 Have students read the bullet items. Give them time to
think of what they’d like to write about. Circulate to help 1 Have students read the questions.
with ideas. 2 Play the video while students listen and watch for the
answers to the questions.
Exercise 12 DEVELOP 3 Put students in pairs or small groups to compare answers.
1 Have students read the checklist independently. Circulate 4 Have volunteers call out their answers. Replay the video as
to help with vocabulary and ideas, as needed. needed.
Answers
Exercise 13 WRITE 1 milk, cell phone charger, printer paper
2 Kevin
1 Have students read the checklist independently. 3 talk to Kevin
Circulate to help as needed. r English for Real Video Unit 10
3 Direct students to check their essays against the checklist
and make any necessary revisions. Circulate to help with t Exercise 3 WHAT’S YOUR ANGLE?
revision. 1 Give students a minute or two to think about the
questions.
Exercise 14 IMPROVE 2 Put students in pairs to share their memories of the
1 Remind students to always tell their partners something last time they were in a situation like this and how they
positive about their papers before giving them any would react and feel. Remind them to give background
constructive feedback. information. Circulate to listen and to offer help as
2 Put students in pairs to exchange papers and give each needed.
other feedback. 3 Have volunteers share their stories of similar situations
3 Give students time to revise their papers based on their with the class.
partner’s feedback. Remind students that they are the
writer, though, and that they can pick and choose the Answers
feedback they think is most helpful. Circulate to help with
This happens to us all the time. I live with four other students
areas needing revision. in an apartment and people are always forgetting to say when
they’ve finished something or borrowed something from
t Exercise 15 WHAT’S YOUR ANGLE? someone else. Some of the others don’t mind but I do. For me it
1 Have half the class post their papers on the walls and is very irritating when you need something and it’s not there.
stand next to them while the other half of the class walks
around reading the papers and asking questions about
the mysteries. Real-World English Strategies
2 Give students time to read each other’s papers and ask as Telling someone that they have done something wrong
many questions as they can to try and think of solutions to can be very difficult even for very advanced speakers of
the mysteries. Tell them to take notes. English. This is because correcting other people is not
3 Have students switch roles so that the half of the class that equally acceptable in all cultures, and for some people, it
was reading now posts their stories while the other half may be inappropriate to do so in their home culture.
walks around reading and asking questions. Expanding on the first question in Exercise 3, together
4 Ask volunteers if any of them were able to solve any of the with your students, make a list of situations in which it
mysteries and, if so, to share their ideas. was necessary to tell the other person they did something
wrong.
Then draw the following table on the whiteboard, and ask
students to copy it on a piece of paper. Tell students to fill
Lesson 10.4 I Meant to Tell You … in the rows for the two situations in both English and their
own language. When students record what they would
say in other languages in the last column, ask them to give
Exercise 1 ACTIVATE an English equivalent/translation:
1 Direct students’ attention to the video stills. Put students
in pairs to describe what they see in the pictures.
Level 4 Unit 10 149
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Situation Language/ OK to What exactly their order.
Culture correct? would you 4 Call on volunteers to share their answers with the class.
say? Replay the video as needed. Have students raise their
Your English Yes I need to hands when they hear the next conversation part. Stop
roommate talk to you the video, and have students repeat what they heard.
used up all about…
the milk Answers
and 6 a 2 b 1 c
forgot 4 d 5 e 3 f
to replace it.
Video Script
Your r English For Real Video Unit 10

Scene 1
colleague Max Hi, Andy!
at work Andy Morning!
borrowed Max Uh, why is all the milk gone?
your pen Andy I don’t know.
without Max Well… this was half full yesterday.
Andy Sorry, I have no idea. Uh, did you borrow my cell phone
asking your charger?
permission. Max No no. But, Kevin was here last night. And he took all the
printing paper.
… Andy Kevin? Oh … no wonder!
Max I hate to say this, but, you need to have a word with him.
See ya.
Andy Hey Kevin. Can you come over? Thanks!
Scene 2
Kevin Hey… What’s up, Andy?
Andy Hey uh, did you borrow my cell phone charger?
Kevin Oh, yeah, sorry. My cell phone battery died the other night. I
Ask students to walk around the room and interview three forgot to tell you.
to five classmates and record the results in their tables. And Well, I need to talk to you about that. I mean… it’s fine for
Discuss the results together. Are your students’ cultures you to borrow things but …
similar or different from English (and each other) when Kevin OK …
Andy But if you see that we’re almost out of something, tell us, or
it comes to telling someone they did something wrong? replace it.
How do you students perceive the American culture Kevin Sorry. Well, you said I could help myself to anything… so …
in this regard? Is it easy or difficult for them to correct Andy Yeah, I did say that. So …
someone in English? Kevin I got you this…
Kevin Better late than never.
Andy Hey, I’ve been looking all over for that!
1 Put students in pairs to brainstorm what would make the Real-World English
conversation successful in this situation. Have them share Correcting someone
their ideas while you write them on the board. 1 Direct students to read the information in the box.
2 Play the video while students watch and listen. Then put 2 Read the example phrases, and have students repeat after
them back in the same pairs to share their thoughts. Tell you with appropriate stress and intonation.
them also to compare what Andy did to what they listed
in step 1. Extra Practice
3 Call on volunteers to share their answers with the class. 1 Write on the board or project the following conversation:
A: Did you borrow my jacket the other day?
Answers B: Oh yeah. I hope you don’t mind.
Students’ answers will vary. Sample answers include: A: Well, you left it on the floor of the closet.
It is successful because Kevin understands but is not offended, B: Did I? Oh yeah. I’m sorry. I meant to hang it up, but I
and he returns the items. guess I forgot.
A: Look, please be more careful with my stuff in the future.
r English for Real Video Unit 10 B: I’m sorry. I’ll be more careful. I promise.
2 Put students in pairs to add the phrases from the Real-
World English box to the statements above. Circulate to
1 Direct students to read the conversation parts. Check listen and help as needed.
students’ comprehension of reveal, resolved, and issue. 3 Have students memorize their conversations with the
Tell them to try and order the conversation parts first. phrases they added and perform them for the class
2 Replay the conversation between Andy and Kevin again while the listeners decide whether the conversation is
while students check their order. successful. Remind them of the look down to read, look
up to speak technique, explaining that if they forget a
line, they should look back at the book to remember but
then look back up at their partner to say the line.
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1 Have students read Andy’s part of the conversation and
think about what words or phrases might complete the
Lesson 10.5 Mystery Objects
sentences. Student Book page 122
2 Play the audio while students fill in the blanks independently. Exercise 1 ACTIVATE
3 Put students in pairs to take turns reading their completed 1 Direct students to the title of the lesson, and ask what
sentences. might make an object mysterious.
4 Have volunteers read their sentences to go over the 2 Have students complete the exercise independently
answers as a class. before getting into groups to share their ideas.
Answers 3 Call on volunteers to share their ideas with the class.
1 Well, I need to talk to you about that.
2 I mean, it’s fine for you to borrow things, but … Answers
3 But if you see that we’re out of something, tell us, or replace it. Students’ answers will vary. Sample answers include:
4 Yeah, I did say that. So… The mask might be from a movie. It looks really old. The glasses
are probably to help someone see better …
e CD 3, Track 13
Exercise 7 ANALYZE 1 Play the audio, and have students work independently to
1 Direct students to complete the exercise independently. number the objects.
2 Put students in pairs to compare their answers. Remind 2 Put students in pairs or small groups to compare their
them to explain how Andy is fulfilling each of the orders and to say what they remember hearing about
purposes, i.e., what language he uses. each object.
3 Have volunteers call out their answers to go over the 3 Go over the order of the objects by having volunteers call
answers as a class. it out.
Answers Answers
2 a 1 b 4 c 3 d 1 b 2 a 3 c 4 d
Exercise 8 PREPARE Audio Script

Put students in groups of three to think of something for e CD 3, Track 14
each situation. Circulate to offer help as needed. A Okay … so … I’ve got all the pictures of the mystery objects ready
to show … So who is going to start?
Exercise 9 EXPAND B I’ll go first. Come on, show me a picture.
A Here you go.
1 Put students back in their groups to choose one of the
B Wow … I have no idea … Well, it seems really … modern, quite
situations in Exercise 8. new … It’s probably something used now. It’s made of metal
2 Have students answer the questions about their situation. and has a spring, and the design is pretty modern … It could be
Tell them to think about the phrases from the Real-World something for a musical instrument perhaps? I think I might have
seen one actually, now I think about it … Is it for a guitar?
English box that they might want to use depending on
A Good job! That’s right … it’s a guitar capo—it changes the sound
their answers. Circulate to offer assistance as needed. of the guitar to make it higher or lower … I thought no one would
get that. Who’s next?
Exercise 10 INTERACT C Me. Show me my picture. Oh—OK … well … it looks very old,
1 Have students decide in their groups who will role-play it could be over a hundred years old by the look of it. It has
eyeholes, so it must have been something people wore … and—I
and who will observe.
don’t know, maybe it’s something firefighters wore? They may
2 Direct students to practice their role plays while Student C have worn it to protect themselves, you know, from the smoke.
notes the phrases and stages from Exercise 5. Just look at that nose cover.
A Good guess … but wrong! It’s a doctor’s mask. Doctors wore them
Exercise 11 ASSESS in the past to stop them from catching illnesses—particularly the
plague. It’s pretty cool, I think. Sorry, Fran, that means you’re out
Have Student C give Students A and B feedback. Circulate to of the competition.
offer help as needed. D I’m next. What are these? They are obviously a kind of glasses or
goggles …
Exercise 12 INTERACT A Yes. You’re exactly right, Jon. Anyone can see that, but that’s not
the full answer. What do you wear them for?
1 Have groups change roles and situations to do another
D I don’t know. They look like some kind of safety goggles. But
role play. they’re also fashionable. Fashion safety goggles. They might be
2 Have them change again until all three students have for stylish people walking in polluted cities?
played all three roles and each group has role-played each A Really? Would fashionable people really want to walk around
in such pollution? No, they are for the kitchen … for when you
situation.
are cutting onions! To stop you from crying. [laughter] They’re
3 Have groups choose their favorite role play to perform for very useful, actually, although they look a little funny … OK, Mia,
the class. you’re the last. Here’s your picture. You need to get this right to
stay in the competition …
4 Have volunteer groups perform their role plays for the
class while the rest of the class notes the phrases they use
and the stages they see.
Level 4 Unit 10 151
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E OK … well, it’s not new, but it could be something you use in
an office because it’s got an office label on it. I think it must be Answers
something used with electronics—it looks like something for one 1 used now—modern design
of those old computers—and it has a disc in it. Is that right? 2 firefighters used it—has a nose cover
A Correct! It’s a floppy disk. It’s an old computer data storage more than 100 years old—looks old
system—a kind of USB drive. So that’s two of you in the next people wore it—has eyeholes
round. Who’s going to win the mystery prize … ? 3 used with electronics—looks like something for an old
computer
Exercise 3 INTEGRATE used in the office—has a label
1 Put students in pairs to complete the exercise. Circulate to 4 for stylish people—they are fashionable
listen and answer questions as needed.
2 Have volunteer pairs call out the names and uses of the
e CD 3, Track 14
objects. Replay the audio as needed. e Exercise 5 IDENTIFY
Answers 1 Have students read the extracts.
1 b the guitar capo 3 c the onion goggles 2 Play the audio, and have students work independently to
2 a the doctor’s mask 4 d the floppy disk fill in the blanks.
Speaking their completed sentences.
Speculating about the present and the past 4 Have volunteers call out their answers. If necessary, replay the
GO ONLINE
audio, stopping to have students repeat what they heard.
1 Elicit from students what they remember about Answers
speculating from Unit 8 and write it on the board. 1 It seems really modern.
2 Have students read the information in the Speaking box. 2 It’s probably something used now.
Elicit from students the modal verb (could) they see there, 3 It could be over a hundred years old by the look of it.
and remind them that modal verbs are always followed by 4 I don’t know, maybe it’s something firefighters wore?
5 They are obviously a kind of glasses or goggles.
verbs in their base form.
6 They might be for stylish people walking in polluted cities.
3 Point out probably and maybe mean the same thing as 7 I think it must be something used with electronics.
could, but that the structure of the sentence is different.
4 Read the example phrases. Have students repeat after you e CD 3, Track 15
with the correct stress and pronunciation.
Pronunciation Skill
Extra Practice
1 Have students look at the examples in the information
Unstressed modal verbs in speculating
box again. Ask them which ones are about the past and GO ONLINE
which are about the present. 1 Direct students to read the information in the box. Read the
2 Have students take objects out of their backpacks, example sentences aloud, having students repeat after you
purses, or pockets and put them on their desks. Tell them with correct stress. If desired, read the following sentences
to imagine they are people from the year 2099 looking at to illustrate how the sentences would sound if the modal
these objects. was stressed and how the meaning would change.
3 Put students in pairs or small groups to speculate using a I don’t remember if I’ve ever seen one, but I might have
the three different forms in the information box about seen one.
the objects on their desks. Remind them to add evidence b I don’t agree with you about it being something for
to support their ideas. Circulate to offer help as needed. cooking. It has eye holes. It must have been something
4 Have volunteer pairs or groups hold up their objects and people wore.
call out their speculation sentences.
c You’re probably right. They probably did wear it just for
e Exercise 4 INTEGRATE fashion, but you never know. They may have worn it to
protect themselves.
1 Direct students to read the list of speculations and
evidence and see if they can match them up in advance 2 Read the modal verbs in the past, and have students
of listening. repeat after you with the correct pronunciation.
2 Replay the audio while students check their matches.
4 Have volunteer pairs call out their matches. Replay the
audio as needed, stopping to let students repeat the
sentences that provide the answers.
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More to Say… Exercise 7 APPLY
1 Put students in pairs or small groups to brainstorm new
Focus: Working in small groups, students practice
possible reasons for each of the situations in Exercise 6.
reducing modal verbs in speculating.
Circulate to help with ideas as needed.
Grouping Strategy: Groups of three to four students
2 Have pairs take turns speculating with their new situations
Activity Time: 20 minutes using the modal verbs from the Pronunciation Skill box.
Ready, 3 Have volunteers call out their new speculations.
1 Find some pictures online or in magazines of
interesting situations. Choose enough different pictures Answers
so that there is one for each pair of students. Students’ answers will vary. Sample answers include:
1 It might have rained.
Set… 2 It must have died.
1 Bring a timer to the class. 3 She may have stayed up really late last night grading papers.
2 Hang up the pictures around the room. 4 People must not want to come out in the storm.
3 Model the activity. Stand in front of one of the pictures.
Ask students, “What might have happened before Exercise 8 INTERACT
this picture was taken?” Elicit some answers. Remind 1 Put students in pairs to complete the exercise. Remind
students to reduce the modal verb. them to explain their choices. Circulate to listen and offer
Go! assistance as needed.
1 Put students into partners. 2 Have volunteers call out their answers.
2 Instruct them to stand up and move to one of the Answers
pictures. Students’ answers will vary. Sample answers include:
3 Set the timer for 20 to 30 seconds. This object is used to help you hold something you use almost
4 Have students work together to come up with two constantly! It attaches to the back to help your fingers stay in
place … (cell phone gripper)
sentences using modal verbs that speculate about
what might have happened before the picture
was taken. Exercise 9 IDENTIFY
5 When the timer goes off, have students move to a 1 Put students back into their pairs from Exercise 8. Have
different picture and repeat. pairs talk about the phrases they used and the objects
6 Continue until students have had a chance to speculate they speculated about.
about most of the pictures. 2 Have volunteers say which phrases they used the most.
Keep Going! Tally the objects that were the most interesting to
speculate about. Have students speculate about why
1 If time permits, go around the room and have students
these objects were the most interesting.
share the speculations they thought were the most
interesting.
2 Have students vote on the speculations that are most
probable and least probable.
e Exercise 6 NOTICE
1 Direct students to read the sentences and think about
what modal phrases they would use for each one.
2 Play the audio while students complete the exercise
independently.
3 Replay the audio again, stopping after each sentence to
have students repeat what they heard. If desired, have
students change the modal verbs to the speculation
phrases from the Speaking box.
Answers
1 must have 3 might have
2 could have 4 may have
Audio Script
e CD 3, Track 16
1 The ground is wet. The neighbor must’ve washed her car.
2 My friend isn’t answering the phone. He could’ve left it home.
3 The teacher looks tired. She might’ve corrected a lot of tests
yesterday evening.
4 The streets are very quiet. The big football game may’ve started
already.
Level 4 Unit 10 153
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Discussion Point
Student Book page 156 1 Draw students’ attention to the quote. Ask students how
many of them know who Magritte was. Explain that he
Vocabulary was a Belgian surrealist artist. Project images of his work
from the Internet.
Exercise 1
1 mysterious 3 prove answer the questions. Direct students to give examples to
2 puzzled 4 atmosphere illustrate their points.
3 Ask students to write a “quote” about the intrigue of
Exercise 2 mystery in our lives or to find one in their own language
and say what it means in English. Monitor and help with
Answers vocabulary.
1 on display 3 on purpose
4 Have students share their quotes with the class.
2 On account of 4 on time
Exercise 3 board.
Answers
t Zoom In
GO ONLINE Encourage students to go online to play the Exercise 8

vocabulary game. 1 For Task 1, give students a moment to think about a
mystery book or movie they’d like to talk about. Then
Grammar put students in pairs or small groups to share their
mystery plots.
Exercise 4 2 Have students complete Task 2 independently, providing
Answers support as needed.
1 might be / could be 3 can’t be 3 For Task 3, have students bring in or show on their phones
2 could be / might be 4 must be a photo of a mystery location. Put students in groups to
show their photos and to have the others in their group
Exercise 5 speculate on where it is. Remind students to give reasons
for their speculations.
Answers
1 When I was young, I couldn’t sing very well, but I can now. Answers
2 Were you able to speak to him before he went home? Students’ answers will vary. Sample answers include:
3 They couldn’t understand the problem that everyone else 1 I read a mystery novel by . It took place in the 1800s
was having. in London, and it was about a serial killer. In the story …
4 Scientists couldn’t explain as much in the past as they can 2 Dear Annie, I’m so lucky to have you as a friend! …
now. 3 It could be a photo of the rainforest in Borneo because you
can see … and also it looks like …
Exercise 6
Exercise 9
Answers 1 Tell students to think about how they did on each of
1 might / could / may have 3 might / could / may have the tasks.
2 might / could / may have 4 must have
GO ONLINE Encourage students to go online for further any skills they need more practice with.
Answers
grammar game.
4511179_WA_TG4.indb 154 5/10/19 12:30 PM

Wide Angle Teacher’s Guide Unit 11 Wishes
Unit Overview 11.2 Get Over It
Grammar in Context Time linkers
Introduction to the unit Writing Skill Using ellipsis
The title of this unit—Wishes—summarizes the main • Discuss posting about something you’ve regretted
themes: the regrets people have and how they feel about • Read and reply to a blog post about regrets
them, sharing regrets with others, inventors who wished
• Use time linkers in writing to show how events connect
they could change what they’d done, changing course
• Use ellipsis to leave unnecessary words out of sentences
in life, apologizing for mistakes we’ve made and making
amends, talking about wishes and regrets, writing a reply 11.3 Restarting
post to an online article about regrets, and making a
Vocabulary Development Prefixes
wish list.
Reading Skill Recognizing and understanding register
In Lesson 11.1, the idea of wishes is reflected in the
following activities: discussing personal habits people Grammar in Context Third conditional
want to change by either stopping or starting, reading • Discuss some disadvantages of the Internet
about someone’s personal regrets regarding school, using • Learn to use the prefixes mis-, re-, and over- to help with
should have to discuss regrets and retrospection, listening comprehension of new words
to a podcast about regrets, practicing understanding • Use the third conditional to talk about unreal situations in
modals in conditionals and regrets, and learning the past
vocabulary used to discuss dealing with life’s problems. • Vocabulary: review (Oxford 3000)
In Lesson 11.2, the following exercises demonstrate the
theme of wishes: posting a regret on social media, reading 11.4 Saying Sorry
a blog article and reply post about regrets, learning to Real-World English Saying sorry
use time linkers to show how one event connects to • Practice saying sorry in different situations
another, using ellipsis when writing about regrets, and • Make an apology stronger
writing a reply post to an article. In Lesson 11.3, students
• Offer help to improve situations you are apologizing for
will talk about people’s Internet use and overuse, read
• Learn apology phrases
about the inventor of the World Wide Web, learn about
recognizing and understanding register, and learn to use 11.5 What’s on Your Wish List?
the third conditional to talk about situations in the past.
Speaking Talking about wishes and regrets
In Lesson 11.4, students will watch a video and will then
practice different ways to apologize for something. In the Pronunciation Skill should / shouldn’t have
Real-World English Strategies, teachers will help students • Talk about wishes for the present, past, and future
practice apologizing and offering to help improve the • Practice reducing the stress on should have and
situation that needs the apology. Finally, in Lesson 11.5, shouldn’t have
the exercises summarize what students have learned • Discuss, create, and share wish lists
about the theme of wishes and regrets, and have them
practice talking about wish lists. Resources
Lessons Workbook Unit 11, pages 71–77
11.1 No Regrets Little Women (9780194657273)
Grammar in Context Should have: Retrospection and Teacher’s Resource Center
regrets Assessments: Unit test
Listening Skill Understanding modals in conditionals and English For Real video
regrets
Grammar focus
• Talk about regrets about school
Grammar PPTs
• Use should have and shouldn’t have to criticize things we
Grammar Worksheets
or others did or didn’t do in the past
• Recognize linked sounds in conditionals and regrets
Vocabulary cards
• Vocabulary: calm down, get wrong, cope, get over, adapt,
deal with (Oxford 3000) Newslea articles
Word list
Level 4 Unit 11 155
4511179_WA_TG4.indb 155 5/10/19 12:30 PM

Unit Opener 3 Encourage students to brainstorm what they wished for
as children, if they can remember, and if not to imagine
what children wish for, and to compare it to the things
The unit opener photo shows a man dressed in a king’s robe that they wish for now that they are older. Ask students to
and crown performing for children on an outdoor stage as say how often wishes come true and how wishes and
soap bubbles float in the air. The children look entranced dreams differ.
by the performance, and some of them are also dressed in
costumes and have their faces painted. The photograph Answers
relates to the unit theme and subsequent exercises because Students’ answers will vary. Sample answers include:
it focuses on the fact that when we make wishes or express Children wish magical things like that they could disappear or
regrets, we are usually talking about things that we can no turn into something different.
longer change or that are not real, like this carnival-type As we get older, our wishes change to be about things that can
actually happen.
scene being played out in front of the children.
Photographer r Video Script

Nadia Shira Cohen This image was taken in a shopping mall in Rome during
Nadia Shira Cohen (b. 1977) was born in Boston. At the a festival for children. The performer was storytelling and
age of 15 Nadia was diagnosed with cancer, and at the singing and the kids were just ecstatic about it.
same time, she received her first camera. She began Children often make wishes for the present, for a toy or
documenting her physical transformation in portraits as a special thing to eat. But they can also make a wish for
well as documenting her peers in hospital. She continued something far away in the future. It can be something
to pursue her passion for photography at the University attainable, like what they wish to be when they grow up,
of Vermont, with a semester abroad at the SACI School in or something more metaphysical and vague, like wishing
Florence, Italy. In 2014 Nadia became staff photographer to fly or to be a superhero. When I was a kid, I wished for
for the International Committee of the Red Cross. She has experiences. I dreamed of travel, especially to places with
been based in Rome, Italy, since 2007 where she has been warm climates that were exotic compared to what I grew
diligently working to tell stories of the lives of people up in. And perhaps this was because I didn’t travel a lot as
who interest her and that she compassionately feels the a child. My children wish to ride horses and paraglide with
need to expose. Today Nadia is a freelance photojournalist their dad. But they also wish to eat candy, drink soft drinks,
and a correspondent for The New York Times. She works and eat cake, of course.
frequently in Latin America as well as in Haiti, Kazakhstan, Many of my wishes have come true in life. In fact, I don’t
the Congo, Rwanda, and Kosovo, focusing on human think I would have been able to move to Rome, or to have
rights, reproductive rights, environmental issues, disaster, children and to keep my career if I didn’t continue to dream
revolution, and migration among other issues. Her work and wish for things.
has been exhibited internationally, and she is an IWMF
Fellow and a Pulitzer Center on Crisis Reporting grant Exercise 1
recipient for her work on gold mining in Romania. 1 Have students work independently to make a short-term
wish list just about things they want to happen in the next
Unit Snapshot 24 hours.
1 For question 1, check students’ comprehension of get 2 Put students in pairs to compare their wish lists and to
over and ask them what kinds of things one has to get discuss the list of questions.
over in life. 3 Direct students to bring their wish lists back to class for
2 For question 2, ask students what might have happened the next class.
in 1991 that changed the world. Answers
3 For question 3, ask students what games are played Students’ answers will vary. Sample answers include:
worldwide. 1 I want a day with no complaining!
2 I want everything to go my way today so I have no negative
Discussion Questions feelings.
1 Direct students’ attention to the questions below the 3 I want to go shopping and not go to class.
picture. When you ask students to describe the image, 4 I want to see my friends and not see my aunts and uncles!
5 I want to buy a new outfit and eat two slices of pizza.
provide words and phrases to help them as necessary,
for example, blowing bubbles, a king’s crown and robe,
performing, costumes, face paint. Ask specific questions Exercise 2
about the picture: Where do you think this is? What is the 1 Put students together with their partners from Exercise 1.
person on stage doing? How do the children in the audience 2 Direct students to share their wish lists from Exercise 1
look? What do you think is in the children’s minds? with their partners and to say which wishes came true,
2 Optionally, before asking students to answer the if any.
where Nadia Shira Cohen answers these questions from Answers
her perspective. Play the video for students as many times Students’ answers will vary. Sample answers include:
as needed to check comprehension and discuss any My first wish of finishing all my homework came true.
vocabulary items.
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Real-World Goal Grammar in Context
By the end of this unit, students will be able write a wish list Should have: Retrospection and regrets
and check which come true by the end of the week because GO ONLINE
they will have learned to use should have for retrospection
1 Check students’ comprehension of retrospection and
and regrets, understand modals used to express regrets,
criticize. Ask students to think of the last time they
learned phrasal verbs with look to talk about wishes and
criticized something they did and then something
regrets, used time linkers to connect events when writing
someone else did. Then ask students which verbs they use
about wishes and regrets, and practiced talking about
to express regret, and write should have and shouldn’t have
wishes and regrets.
on the board.
Context box independently.
Lesson 11.1 No Regrets 3 Read the sample sentences, having students repeat after
you with the correct pronunciation, stress, and intonation.
Exercise 1 ACTIVATE the Student Book.
1 First, direct students’ attention to the title of the lesson, Extra Practice
and ask what no regrets might mean. Also ask what 1 Bring to class magazine photos of children, adults, or
the connection between wishes and regrets might be animals doing things they shouldn’t or getting into
(wishing you hadn’t done something is the same as mischief, for example a child drawing on a wall or a dog
regretting something you did). eating something it shouldn’t.
2 Put students in pairs to say what activity they see in 2 Put students in pairs to make sentences with should
each of the pictures. Circulate to help with vocabulary as have and shouldn’t have related to the pictures. Explain
needed that this is a game and that the pair that writes the most
3 Direct the pairs to answer the questions. Tell them to give sentences for each picture wins.
reasons for their answers and to ask each other questions 3 Give students a limited amount of time to write their
about their answers. sentences. Then either project the winning students’
sentences, or have them post them on the wall. Have the
4 Ask volunteers to share their responses to the questions
class edit the sentences that need editing.
with the class.
5 Tally the class’s responses to the questions. Use the tally Exercise 4 APPLY
to find out which of the situations is most commonly 1 Check students’ comprehension of the phrase it’s no
regretted. wonder. Direct students to complete the exercise
Answers independently.
Students’ answers will vary. Sample answers include: 2 Put students in pairs to take turns reading their completed
1 I don’t see my family as often as I would like to. sentences to each other.
2 I work hard late at night but would prefer not to. 3 Go over the answers by having volunteers read their
sentences for the class.
Exercise 2 IDENTIFY
Answers
1 Direct students to complete the exercise independently. 1 should have saved 4 shouldn’t have listened
2 Put students in pairs to take turns reading their completed 2 should have taken 5 should have been
sentences to each other. 3 shouldn’t have studied
3 Go over the answers by having volunteers read their
sentences for the class. Exercise 5 INTEGRATE
Answers 1 Direct students to read the ideas in the box. Read the
1 didn’t work 3 didn’t spend sample sentence aloud, having students repeat after you.
2 talked 4 didn’t listen Ask them to reword this sentence in the way they did
for Exercise 2, i.e., I didn’t spend enough time with my
grandparents when I was younger.
1 Give students a minute to think about the regrets they
Circulate to help as needed.
share from Exercise 2. Then put them in pairs or small
groups to share their regrets. 3 Put students in pairs to take turns sharing their sentences
with each other.
2 Have volunteers share their answers, or run through each
of the four regrets and have students raise their hands if 4 Have volunteers read their sentences for the class.
they share that regret. Answers
Answers
I shouldn’t have talked about my friends to other friends.
I should have saved more of my paycheck from work.
I should have worked harder and spent more time in the library.
Level 4 Unit 11 157
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Listening Skill Answers
Understanding modals in conditionals and regrets 1 Write your biggest regret.
2 more than a million
GO ONLINE
3 a nurse
1 Direct students to read the information in the Listening 4 not doing what you wanted
Skill box. 5 work, family and relationships, friendship, health, and travel
2 Read the example sentences aloud, having students 6 working too much
repeat them after you with the correct pronunciation. 7 relationships
Extra Practice Audio Script

1 Find a TED talk or other short YouTube video with
e CD 3, Track 18
someone speaking on regrets who uses modal plus have Host This week’s topic is inspired by a lovely story in New York.
and negative modal plus have multiple times. Someone put up an old-fashioned blackboard with the words
2 Draw a table with two columns on the board. Head the “Write your biggest regret” written on it. For 24 hours, people could
columns with modal + have and negative modal + have. write down things they felt they should and shouldn’t have done.
Have students copy the table on a piece of paper. The results were powerful, and millions of people have watched
3 Play the video and have students write a check in the the video. So we decided to take a closer look at regrets and what
people would change about their lives.
correct column every time they hear a modal plus have
What is the number one regret? An Australian nurse, Bronnie Ware,
or a negative modal plus have. wrote a book—The Top Five Regrets of the Dying. She made a list of
4 Replay the audio having students raise their hands each people’s regrets at the end of their lives, and the results were clear.
time they hear a modal or negative modal plus have. The top regret is not doing what you wanted, and, instead, following
Stop the audio, and have a volunteer say what they what other people wanted you to do. This shows that we need the
heard. Replay that sentence, and have the class repeat courage to lead our own lives and make our own choices, even when
the sentence using the correct pronunciation of the our loved ones or society wants something else from us.
The psychology of regret is very interesting. Research shows that
modal form.
we regret different things over different periods of time. So when
5 If desired, repeat the activity with another video for the we think about what we got wrong, we usually think of things we
other forms in the information box. should have done but didn’t do a short time ago and things we
shouldn’t have done but did over a longer period. Regrets often
e Exercise 6 IDENTIFY involve work, family and relationships, friendship, health, and travel.
1 Direct students to read the five sentences. Then play Psychology tests also indicate that there are some gender
the audio while students complete the exercise differences. Most men say that they shouldn’t have spent so much
time working. Instead, they should have spent more time relaxing or
independently.
with their families. Nurse Ware reported that every male patient she
2 Put students into pairs to take turns reading their ever had suffered from this regret. Women tend to cope with more
sentences to one another. regrets related to relationships, such as they shouldn’t have quit
3 Go over the answers as a class. Replay the audio, stopping work to get married and have children so young.
We talked to some people on the street, asking them the simple
after each sentence, and have students repeat the
question “What do you most regret?” Here are some of the answers.
sentences with the correct pronunciation as a class. A For me, regrets are great—I can learn from them. My favorite
singer says she turns her regrets into songs, which is nice… If I
Answers find myself thinking, “I should have done that,” I make a note to do
1 … what people would change. it next time! Basically, I deal with it and then I move on.
2 I shouldn’t have tried to be cool. B I do regret starting smoking when I was a teenager. I shouldn’t
3 It should be easy to stop. have tried to be cool… Now, with all the information we know
4 We’d have less money today. about how bad it is, it should be easy to stop … but I find it soooo
5 We could go on worrying… hard not to smoke, even though I know it’s so stupid.
C Why didn’t I work less when my children were growing up? I’ll
e CD 3, Track 17 never know. I should have worked fewer hours and spent more
time with my sons. Well, we’d have less money today, I guess …
D Regrets? No, none … We could go on worrying about the past
forever, so I say no, never look back.
1 Direct students to read the questions. Check their
comprehension of tend to. Tell them to think about t Exercise 8 WHAT’S YOUR ANGLE?
possible answers for each question. 1 Put students in pairs to discuss the quote and the
2 Play the audio while students complete the exercise question. Remind them to give specific examples from
independently. Then give students time to add to their their own life experience.
answers. 2 Have pairs volunteer their answers.
4 Replay the podcast for students to check their answers. Answers
After the audio is over, have partners compare again. Students’ answers will vary. Sample answers include:
We agree that you can learn from regrets. In fact we think it’s
5 Have volunteers call out their answers. Replay the podcast very important to try to learn from regrets. One way to learn
as needed. from regrets is if you are in the same situation, make a different
decision.
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Exercise 9 VOCABULARY Exercise 2 IDENTIFY
1 Have students read the sentences. Check students’ 1 Put students in pairs to read the pieces of advice and
comprehension of cope with, get over, adapt to, and order the good ones.
deal with. Direct students to complete the exercise 2 Have volunteers call out their answers.
independently.
2 Put students in pairs or small groups to take turns reading Answers
1 Thank the writer for their post.
their matched phrases.
2 State the main idea.
3 To go over the answers as a class, have volunteers call out 3 Provide more detail.
the answers. 4 Encourage people to reply to your post.
Answers
1 d 3 c 5 a 7 f
Exercise 3 ASSESS
2 e 4 g 6 b 1 Have students read and answer the questions
independently.
Oxford 3000 words 2 Put students in pairs or small groups to compare their
answers.
calm down cope adapt
3 Have volunteers share their answers with the class.
get wrong get over deal with
Answers
t Exercise 10 WHAT’S YOUR ANGLE? 1 his biggest regret
1 Give students a moment to decide which sentences from 2 Yes, it follows the good advice in Exercise 2.
Exercise 9 are true for them. Then put them in pairs to
share their answers. Remind them to give examples to Exercise 4 IDENTIFY
illustrate their points. 1 Have students complete the exercise independently.
2 Have pairs volunteer their answers. 2 Put students in pairs or small groups to compare their
Answers time linkers.
Students’ answers will vary. Sample answers include: 3 Have volunteers call out their answers.
Sentence 4 is true for me. I have to talk about things with my
friends and family in order to understand them and feel better Answers
about them. meanwhile, by the time, when, while, during, as soon as, [until]
Grammar in Context
Time linkers
Lesson 11.2 Get Over It GO ONLINE
Student Book pages 126 – 128 1 Direct students to read the information in the Grammar in
Context box independently.
Exercise 1 ACTIVATE 2 Read the example sentences aloud, having students
1 Have students look at the lesson title. Ask students what repeat after you with correct stress and intonation.
kinds of things people have to get over and how that 3 For additional practice, see Grammar focus on page 169 in
relates to the unit title. Then ask students how many of the Student Book.
them read comments on blog posts.
Extra Practice
2 Give students a moment to think about how they might
1 Put students in pairs to use the linkers to write true
answer the questions. Then put them in pairs to share
sentences about themselves. For the sentences that
their answers. Remind them to give specific details to
express present time actions or situations, direct them
explain their answers.
to write sentences about things that are going on in the
3 Have volunteers share their answers with the class. If classroom or in life. Circulate to help as needed and to
desired, tally students’ answers to the first two questions check for accuracy.
on the board. 2 After students have completed their sentences, have
them choose four to rewrite into quiz format with the
Answers
Students’ answers will vary. Sample answers include: time linker missing.
1 No, I never reply to posts online. I don’t because people 3 Combine pairs to exchange their time linker quizzes.
always argue with you. Direct them to complete the other pair’s quiz with all the
Yes, I often reply to posts online, especially on social media. I time linkers that might work. Have pairs give each other
do it because it’s a good place to express your ideas. back their quizzes and grade them.
2 Yes, I have and I know many people who have regretted 4 Have volunteers write their completed sentences on the
saying something on social media. board. Review them for accuracy as a class.
3 I have deleted my post in the past, or sometimes I post again
further explaining myself.
Level 4 Unit 11 159
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Exercise 5 ASSESS Answers
1 Have students complete the exercise independently. 1 Apparently, sharing a regret helps you get over it. I obviously
2 Put students in pairs to compare their examples by taking haven’t [gotten over it] yet.
turns reading the sentences in order. 2 I should have studied art and design, but I didn’t.
[study them].
3 Have volunteers call out their answers. 3 I spent most of my time in the school design studio and [I]
wasn’t in the library much at all.
Answers
4 I loved art, especially photography, and [I] was really good
5 became jealous 3 left high school
at it.
1 started doing art 7 changed his college major
5 I went to the career advisor at school and asked [the career
2 in the design studio 6 visited the advisor
advisor] about careers that pay well.
4 got a car
Exercise 6 APPLY Exercise 8 APPLY

their rewritten sentences to each other.
their completed sentences to each other.
3 Project students’ sentences on the board, or have students
write their sentences on the board so you can have the
Answers class edit them together as needed.
1 Meanwhile 3 when 5 during 7 until
2 by the time 4 while 6 as soon as
Answers
1 My friend has lots of regrets, but I don’t.
2 School was bad, and college worse.
Writing Skill 3 I wasn’t interested, and so didn’t try.
4 She tried to stop, but couldn’t.
Using ellipsis
5 I love traveling, and regret that I didn’t much.
GO ONLINE
1 Check students’ comprehension of ellipsis and concise.
Direct students to read the first paragraph in the Writing
Exercise 9 PREPARE
Skill box to find the meaning of them and say how they 1 Elicit from students which type of reading they should
are related. do to find the different parts quickly (scanning). Have
students complete the exercise independently.
2 Direct students to read the remaining parts of the Writing
Skill box. Ask them what the two types of ellipsis are and 2 Put students in pairs to compare answers.
how they are different. 3 Have volunteers share their answers with the class.
3 Ask students what type of noun was left out of the Answers
example sentence in the Noun ellipsis part. 1 Thanks for your post.
Extra Practice 2 I changed my major to business.
3 It would be great to hear other regrets. Don’t leave my story
1 Put students in pairs or small groups to make more
here on its own.
sentences like the three example sentences in the
Writing Skill box.
2 Have students call out their examples. Exercise 10 DEVELOP
3 Have students reread the text in Lesson 10.3 to find an Have students read the topics and make some notes on their
example of a verb ellipsis (“However, I have decided ideas independently. Circulate to help as needed.
that … but nobody has.”)
Exercise 11 WRITE
Exercise 7 IDENTIFY Direct students to write their regret posts independently
1 Have students complete the first part of the exercise while you circulate to offer assistance with vocabulary,
independently. Point out that one of the sentences has paragraph structure, time linkers, and ellipsis.
more than one part that can be left out. Then put students
in pairs or small groups to compare answers. Exercise 12 SHARE
2 Direct students to return to the text to check their 1 Remind students to tell each other something they liked
answers. about their reply posts before giving critical feedback.
3 Call on volunteers to share their answers with the class. Have them reread the bulleted checklist.
2 Put students in pairs. Have them exchange papers. Tell
them to read each other’s papers all the way through
before reviewing for the checklist items.
3 Allow time for partners to explain their feedback to each
other.
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Students’ answers will vary. Sample answers include: review
I really like the regret you chose. I have often felt that way, too.
However, I think you could add another sentence to the first part
Extra Practice
where you respond to the article request. Also, you might want 1 Put students into pairs to brainstorm or look up words
to add the time linker ___ in this sentence here. that take the prefixes mis-, re-, and over-.
2 Direct pairs to make two or more sentences with the
word using the word by itself and using the word with
Exercise 13 IMPROVE a prefix. Circulate to offer help as needed, e.g., I acted
Allow time for your students to revise their posts according foolishly when I got angry at you. I think I was reacting to
to the feedback they received. Circulate to help as needed. your anger though.
3 Have pairs choose their favorite pair of sentences, and
t Exercise 14 WHAT’S YOUR ANGLE? then stand up in front of the class and write their word
Put students in groups of five or six, or have students post with and without the prefix on the board. Direct them
their replies on the walls. Have students read the replies and to teach the others the meaning of the two words. Then
decide which they relate to the most. have them read their two sentences without the word
in it. Have the rest of the class call out which word is
Answers
missing.
I related to Ahmed’s reply. I also remember when I was younger
and I saw someone bully another child and I didn’t do anything
Exercise 2 IDENTIFY
about it. I’ve always wished that I had. 1 Put students in pairs to complete the exercise.
2 Have volunteers call out their definitions.
Answers
Lesson 11.3 Restarting misinform: give someone the wrong information
rebuild: take something that is completely broken and make
it again
overdo: do something too much so that it has a
Exercise 1 ACTIVATE negative effect
1 Ask students to call out the amount of time they spend on
the Internet on average. Then ask them if they ever regret
doing that or what types of things they might have done Exercise 3 APPLY
instead. 1 Tell students to refer back to the Vocabulary Development
2 Have students read the statements and take a minute to box to understand the meaning of the new words they
think of their own opinions. Then put students in pairs to are creating if needed.
discuss their opinions. 2 Have students complete the exercise independently.
3 Have volunteers share their ideas with the class while 3 Put students in pairs or small groups to compare their
you write them on the board. If desired, tally students’ choices.
responses to the three statements. Also, if desired, divide 4 Call on volunteers to call out their sentences.
the class into those who agree and disagree with one of
the statements, and have them debate it. Answers
1 (mis)use 4 (mis)behave
Answers 2 (over)load 5 (re)place
Students’ answers will vary. Sample answers include: 3 (re)write
1 Yes, you have to be careful with the Internet because some
sites give bad information. Exercise 4 INTERACT
2 No, it probably doesn’t need to be completely rebuilt, but
it does need more oversight. 1 Give students a minute to rate the problems for
3 Yes, we should all spend less time on the Internet and themselves. Then put them in groups to compare their
more time doing things like homework, sports, or having ratings and complete the exercise. Remind them to give
face-to-face time with our friends and family. reasons for their choices.
2 Tally students’ ratings on the board. Then have different
Vocabulary Development groups defend their ratings, giving their reasons and
examples where needed.
Prefixes
GO ONLINE Answers
1 Remind students that prefixes change the meaning of Students’ answers will vary. Sample answers include:
We think 2, 4, and 5 are the top three problems because …
words. Elicit prefixes students are already aware of or
have already studied and write them on the board. Have
students call out words with those prefixes and say what Exercise 5 IDENTIFY OXFORD REFERENCE
the prefixes mean. 1 Give students time to think of the answers to the three
2 Direct students to read the information in the Vocabulary questions. Then put them in pairs or small groups to
Development box. compare their answers or guesses.
Level 4 Unit 11 161
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2 Have students read the text to find the answers to the Exercise 8 ASSESS
questions. 1 Put students in pairs to complete the exercise. Remind
3 Have volunteers call out the answers. them to provide examples to support their ideas.
Answers 2 Have volunteers call out their answers to go over the
1 Sir Timothy John Berners-Lee answers as a class.
2 CERN (European Organization for Nuclear Research)
3 in 1991
Answers
1 Text 1 (dictionary entry) is formal
Text 2 (article) is fairly neutral, mixing formal and informal
Exercise 6 INTEGRATE language
1 Have students complete the exercise independently. Text 3 (comments) are informal.
2 Students’ answers will vary. Sample answers include:
Text 1 to check information
answers to the questions. Remind them to show each Text 2 to get new ideas and points of view
other evidence in the text for their answers if they don’t Text 3 to read for fun
have the same answer for a question.
Grammar in Context
Answers Third conditional
1 history GO ONLINE
2 the double slash in http://
3 playing his game 1 Write a third conditional on the board such as I don’t feel
4 the code for pop-up ads very well. I think if I hadn’t eaten that fourth piece of pizza,
5 the technological world I would not feel sick right now. Ask students to say when
this is (the past) and what happened (the speaker ate too
much, and then the speaker got sick). Elicit from students
Reading Skill that this situation is no longer changeable, which is why it
Recognizing and understanding register is called the unreal conditional.
GO ONLINE 2 Direct students to read the information in the Grammar
1 Have students read the definition of register in the first in Context box. Elicit from students what the grammatical
sentence of the Reading Skill box. Elicit from students formula is for this type of sentence (if + past perfect,
examples of things they read in both formal and informal modal in the past). Also, ask students to note a difference
registers. Ask students which register academic writing in punctuation when the if phrase goes second (no
tends to be in. comma).
2 Have students read the remaining information in the 4 For additional practice, see Grammar focus on page 169 in
Reading Skill box and the chart of features. the Student Book.
Extra Practice Extra Practice
1 Have students brainstorm a list of everything they’ve 1 Have students think of four things in their current life
read so far that day including signs on the street or ads that would have been different if something had or
in public transport to textbooks or online news sites, etc. hadn’t happened. For example, they wouldn’t have
2 Put students in pairs to compare lists and then decide had to buy coffee this morning if they’d gotten up
which ones were formal and which were not. early enough to make coffee. Or they wouldn’t have
3 Direct pairs to check their lists against the chart of met someone in the class if they had decided to take a
features to see which features each one included. different class.
2 Direct students to make two lists on a piece of paper,
Exercise 7 APPLY one headed by condition and the other headed by
1 Put students in pairs complete the chart. result. Have them complete the columns with their three
2 Join pairs together to compare their charts. conditions and four results but out of order. Circulate to
3 Write the chart on the board and have volunteers call out help as needed.
their answers while you fill it in, or have students come up 3 Have students exchange papers with a partner. Then
to the board to complete the chart themselves. have them work independently to match the conditions
with the results and write four conditional sentences
Answers from their matches.
Type of words: longer, technical mixture of types 4 Put students in pairs to give their papers back and
informal phrases see if they matched the conditions and results as the
Word form: full forms some contractions a contraction student had expected. As it is likely that there were
Style of sentence: longer mixture of long and short short, various possible combinations, have students tell their
incomplete, repeated words partners what combinations were actually the ones that
Layout style: continuous text continuous text
happened to them.
Details included: references references within text
personal comments
5 Have volunteers write selected sentences on the board.
Give time for the class to edit them as needed.
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Exercise 9 IDENTIFY Real-World English Strategies
1 Have students answer the questions independently.
Giving and accepting apologies is difficult and varies
2 Have volunteers call out their answers. Confirm the correct from culture to culture. Cultures differ in not only how
answers as a class. apologies are given, but also what situations require an
apology. In particular, in cases of serious offense, it is
Answers
1 yes 2 no 3 no 4 yes
important to give an apology that includes the necessary
elements so that the offended person perceives it as
sincere and accepts it. Carry out the following activity
Exercise 10 APPLY to sensitize your students to the potential differences
1 Have students complete the exercise independently. between how apologies are done in their culture /
2 Direct students to check their answers by scanning the language and English.
text for these sentences. Once students have completed Exercise 1, have students,
3 Have volunteers share the ones they didn’t get correct. in pairs, rank the situations listed (and the ones they
Ask students to say what they noticed about the mistakes added themselves) from least to most serious.
they made. Next, tell them to focus on the least and most serious
situation in their ranking. They will write a typical apology
Answers a person from their country would deliver for these two
1 It would have been better if he hadn’t included the famous
situations. They can first write it in their language but
double slash.
2 If he hadn’t put it in, it would have saved millions of computer should then translate it into English so that they can share
strokes. it with the rest of the class.
3 If he hadn’t invented it at all, a lot of people could have been Combine two pairs so that students work in groups of
happier. four. Ask them to share their apologies and together
4 If he hadn’t invented it, someone else might have done it. see what strategies they used to apologize for the least
5 If we had planned it better from the start, we would have and the most serious offense. Here are some possible
developed better systems. strategies (display these on the board or distribute on a
handout):
t Exercise 11 WHAT’S YOUR ANGLE? Basic expression of apology, e.g., I apologize, I’m sorry, etc.
1 Direct students to complete the sentences independently. An explanation of the situation, e.g., I was really busy, I
Circulate to offer help as needed. missed my bus.
2 Put students in groups to compare their sentences and An acknowledgement of responsibility, e.g., This is entirely
decide which is best. my fault, I am such a forgetful person.
3 Have groups write their most interesting sentences on An offer of repair, e.g., I will pay for the damage.
the board. A promise to do better in the future, e.g., This will not
Answers happen again.
Students’ answers will vary. Sample answers include: Finally, select two to four situations that your students
1 I couldn’t have found the job I have now if the Internet hadn’t talked about and discuss what would be an appropriate
been invented. way to apologize in English. Compare the “typical” English
2 I would have bought a cell phone earlier if cell phones had apology with a few apologies from other cultures.
been cheaper to buy and use.
3 I might have gotten better at English by now if mobile games
had never existed. t Exercise 2 WHAT’S YOUR ANGLE?
4 I would have gotten a lot more sleep if social media had had a 1 Give students a moment to think about the last time they
daily limit of 30 minutes. apologized to someone.
2 Put students in small groups to share their experiences
apologizing.
3 Have volunteers share their apologies.
Lesson 11.4 Saying Sorry Answers
Student Book pages 132 – 133 Students’ answers will vary. Sample answers include:
I apologized to my teacher for forgetting my homework a few
Exercise 1 ACTIVATE days ago.
1 Direct students’ attention to the video stills. Put them in I apologized to my friend for forgetting her birthday on Monday.
pairs to describe what they see.
2 Have students discuss the questions with their partners. r Exercise 3 IDENTIFY
3 Call on volunteers to share their ideas with the class. 1 Play the video. Then have pairs answer the questions.
2 Go over the answers as a class. Ask students if any of these
things have ever happened to them and, if so, if they
apologized.
Level 4 Unit 11 163
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4 Ask the class to offer feedback to the students
Answers
Kevin: bumping into someone role-playing.
Kevin: being late for something 5 Once all the pairs have role-played their situation, repeat
Advisor: having to leave a meeting early the activity with the remaining slips of paper. Direct
Kevin: not listening to someone’s advice students to switch roles.
Advisor: having to leave a meeting early
Video Script 1 Replay the video while students note their answers.
r English For Real Video Unit 11 2 Have volunteers call out their answers. Replay the video as
Student 1 Hey! needed, stopping to have students repeat the apologies
Kevin Oh, sorry … so sorry. It was my fault. they hear and the responses.
Student 1 That’s OK. Don’t worry about it…
Advisor Yes? Answers
Kevin Hi, Kate. I’m really sorry for being late.
First apology
Advisor Hey, Kevin. I’m sorry to say I have a meeting…but I
have a few minutes. 1 Kevin apologizes to someone because he bumps into them.
Kevin OK. 2 Oh, sorry…so sorry. It was my fault.
Advisor So … you wanted to talk to me? 3 That’s OK. Don’t worry about it.
Kevin Uh, well, first, I want to apologize for not taking your Second apology
advice about Advanced Chemistry. 1 Kevin apologizes to the advisor for being late.
Advisor I remember. So how are you doing? 2 I’m really sorry for being late.
Kevin Well, I have to work hard because I need to have a B 3 I’m sorry to say…
average to keep my scholarship. Third apology
Advisor Sorry, I have to go. But I can arrange for you to get 1 Advisor to Kevin, for having to leave.
a tutor.
2 I’m sorry to say I have a meeting, but I have a few minutes.
Kevin Thanks for all your help.
Advisor There. I sent you the name of a great chemistry tutor. 3 OK
He’s a PhD grad student. Fourth apology
Kevin James McGee? The chemistry scholar!? Thanks! 1 Kevin apologizes to advisor, for not taking her advice about
Advisor You’re welcome! So, let me know what you decide. Advanced Chemistry.
Kevin Yeah. I can do this! Thanks again. 2 … first, I want to apologize for not taking your advice about
Advanced Chemistry.
Real-World English 3 Advisor changes the focus to something positive by saying,
“I remember. So how are you doing?”
Saying sorry
Fifth apology
1 Refer students back to their answers for Exercise 3. Ask 1 Advisor apologizes to Kevin, for having to leave.
them to say who apologized for what in the video. Elicit 2 I have to go, sorry.
the exact apology, if they can remember it, and write what 3 Thanks for your help.
they remember on the board.
2 Direct students to read the through to the first two sets of r English for Real Video Unit 11
examples in the box. Ask students how they are different.
Read the four sample apologies, having students repeat Exercise 5 EXPAND
after you with the correct stress and intonation. 1 Ask students what is meant here by serious. Ask students
3 Have students read the remaining part of the Real-World to imagine very serious situations that require an apology.
English box. Read the five remaining sample sentences Write some on the board.
and questions, having students repeat after you with the 2 Put students in pairs or small groups to answer the
correct stress and intonation. Elicit from students ways to questions.
accept an apology, and write them on the board, e.g., (it’s) 3 Have volunteers call out their answers.
no problem, no worries. First: not very serious / they don’t know each other so they
Extra Practice are both polite and considerate
1 Have students think about a new situation that might Second: a little serious due to the formal, hierarchical
require an apology, e.g., spilling something on someone, relationship / the relationship means Kevin is more
forgetting to return money or something borrowed to apologetic
someone, ruining dinner by being late, burning something Third: not serious / not real apology, more informational
you are cooking for someone, shrinking something you Fourth: serious / advisor’s role is to give advice to students
borrowed from someone, stepping on someone’s foot, etc. and Kevin realizes he hasn’t listened as he should have
Have students write their situation on a folded up piece Fifth: not serious (+ warning had been given) /
of paper but tell them not to tell anyone what they are hierarchical, so advisor doesn’t apologize greatly
writing. Circulate to help as needed.
3 The third apology (“I’m sorry to say I have a meeting…”)
2 Collect all the papers and put them in a receptacle like a
is more informational. The advisor is just telling Kevin she
paper bag or a hat.
has to go to a meeting. “I’m sorry to say” is a phrase that is
3 Put students in pairs and have each pair pick one of the
used to introduce information that the hearer might not
situations without looking. Direct pairs to role-play their
like—it does not have the function of an apology.
situation without saying what it is that’s on the paper
while the rest of the class guesses what the person who
is apologizing has done.
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Exercise 6 PREPARE 3 To go over the answers, replay the audio, having students
1 Look at the chart with students. Go over the example. raise their hands when they hear the answer on the audio.
Stop the audio, and have volunteers share their answers
2 Put students in groups of three to create their role plays.
and repeat the exact words used on the audio.
Circulate to offer help as needed.
Answers
Exercise 7 INTERACT one for now, one for the future, and one for the past
Put students back in their groups of three to complete the
exercise. Audio Script
e CD 3, Track 19
Exercise 8 ASSESS A I just watched this video… It’s really cool. They make a wish list of
Put students back in their groups of three so the C students things they want to do… Let’s make one, too.
can give their partners their feedback and to discuss how B OK, sounds like fun. But when are the wishes for—sometime soon
or anytime in our life?
effective the apologies were. Circulate to offer help as needed.
C Good point… Let’s think of one wish for now and one for the
future.
Exercise 9 INTERACT D What about the past? One thing we wish we had done? And then
1 Put students back in their groups of three. Direct them to we’ll find out that maybe we still can!
change roles and choose a new situation. A Great idea! You’ve got five minutes… Pass me that pencil.
2 Have them repeat the procedures in Exercises 7 and 8,
giving each student a chance to play all the roles.
1 Go over the names with students, checking that they can
3 Have volunteer pairs perform their role plays for the class.
pronounce them and know which ones are for females
Answers and which are for males.
Students’ answers will vary. Sample answers include: 2 Play the audio while students match the names with the
A: Hi Marc, I’m so glad you are here. I need to apologize to you. photos in Exercise 1.
B: You do? For what? 3 Put student in pairs or small groups to compare answers.
A: Well, you know that jacket you loaned me last week?
B: Yes. 4 To go over the answers, replay the audio, having students
A: Well, I got it dirty so I put it in the wash, and it shrank. I’m so raise their hands when they hear the answer on the audio.
so sorry. Stop the audio, and have volunteers share their answers.
B: It shrank? How much did it shrink?
A: Hmm. Well, quite a bit I’m afraid. What can I do to fix this? Can Answers
I give you the money for a new one? 1 e—study art
B: Oh no. It’s OK. It was pretty old anyway. It’s fine. Don’t worry 2 d—finish master’s degree
about it. 3 a—job in Paris
4 c—dance better
Audio Script
e CD 3, Track 20
Lesson 11.5 What’s on Your A So, Maggie, you start.
B Why always me? OK … Well, you know I paint, right?
Wish List? C Yes, of course we know that.
Student Book page 134 B Well—this is the future, right?—Well, I would love to get my
paintings in a famous gallery sometime. And for now, I want
more time to paint. Life’s just so busy right now. As for the past,
Exercise 1 ACTIVATE well—you guessed it—I would like to have studied art in college.
1 Check students’ comprehension of wish list. Have students I definitely shouldn’t have studied business. But it doesn’t matter
look at the photos and think about whether any of these now—you can always teach yourself art. There’s so much great
are on their own wish lists. stuff online.
A That’s really positive, Maggie. And you will get in a gallery, I know
2 Put students in small groups to discuss the questions. it—your paintings are great! OK, so my wish for now is that I
3 Have volunteers share their responses with the class. would like to live somewhere more…I don’t know, more fun. The
area I live is OK, but there isn’t much happening… And for the
Answers future, I hope to finally finish my master’s. I’ve been working on
Students’ answers will vary. Sample answers include: it for three years, and it never seems to end. And, really, there’s
1 Scuba diving and running a marathon are both on my nothing I’d change about the past. I don’t believe in regrets …
C Lucky you, Tammy! I do. I should have taken that job in Paris…
wish list.
I should have just said yes… but, hey, whatever, I was stupid.
2 Other things I’d like to do include bungee jumping or And for now, I would like to have more friends … Sorry, I’m not
paragliding. saying…well, you know, I only know you guys, really. It would be
great to meet some new people.
B That’s OK, Marcus. We understand. What about the future?
e Exercise 2 ASSESS C I hope to lose some weight. I keep meaning to go on a diet or
1 Elicit that the times in the directions would be the future, something, but I love pizza …
the present, and the past. D You’re fine as you are, Marcus. OK, you guys, are you ready for my
wishes?
2 Play the audio while students listen for the times the A Go ahead, Jack.
speakers mention.
Level 4 Unit 11 165
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D Well, first, I would like to have kept in touch with Daniel, he was,
like, my best friend at school. I should have stayed in contact … Answers
I guess I could find him on social media, but well… I just haven’t 1 I would love to get my paintings in a famous gallery
… OK, and for now, I would like to dance better… Stop laughing sometime.
at me! And in the future, I would really like everyone to be nicer 2 I want more time to paint.
to each other. Why can’t we all work together instead of against 3 I would like to have studied art in college.
each other? 4 I hope to finally finish my master’s.
A Great. I wrote them all down. It’s our wish list! Let’s try and actually 5 I should have taken that job in Paris.
do it … 6 I hope to lose some weight.
7 I would like to dance better.
Speaking 8 I would really like everyone to be nicer to each other.
Talking about wishes and regrets
GO ONLINE
e CD 3, Track 21
1 Direct students to look at the two sets of examples in Pronunciation Skill
the Speaking box. Ask them to say what the difference
between the two sets is, eliciting that the first set refers to should / shouldn’t have
now and in the future and is possible, and the second set GO ONLINE
refers to the past and is no longer possible. 1 Have students read the information in the Pronunciation
2 Have students read the information in the Speaking box Skill box.
independently. 2 Read the examples, and have students repeat after
3 Read the examples aloud, having students repeat after you, focusing on the connection of the sounds and the
you with correct stress and intonation. reduced forms.
Extra Practice More to Say…

1 Bring to class magazine photos showing fun activities. Focus: Working in small groups, students practice
Post them on the wall. reducing should and shouldn’t have.
2 Have students walk around looking at the photos, and
Grouping Strategy: Groups of three to four students
choose three to write true wish list sentences about. Tell
them to make one about the past, one the present, and Activity Time: 20 minutes
one the future. Ready,
3 Put students in pairs to exchange sentences. Tell them to 1 Find a comical video clip online that contains a series of
read their partner’s sentences, say whether the activity accidents or unfortunate decisions. Two great examples
they wrote about is on their wish list too, and why or of this kind of sequence can be found on at the
why not. following links:
4 Have volunteers call out their wish lists. https://www.youtube.com/watch?v=mC1ikwQ5Zgc
e Exercise 4 APPLY https://www.youtube.com/watch?v=rhpkt5QhUNY
1 Direct students to read the list of wishes and see if they Set…
can remember which are past, present, or future. 1 Put students into small groups of three to four.
2 Replay the audio while students write next to each wish 2 Tell them you are going to play a short video clip. After
P (past), Pr (present), or F (future). they see it a couple of times, they will talk about five
3 Put students in pairs to compare answers. to seven examples of things the people in the video
4 Replay the audio, stopping when a wish is expressed and should or shouldn’t have done. Remind them to focus
have students repeat the wish. Elicit from them the structures on reducing the modal verbs for speculation.
that make the wishes express the different times. Go!
1 Play the video two times.
Answers
1 future 3 future 5 present 7 past 2 Give students five minutes to talk about the videos and
2 past 4 present 6 future 8 future come up with five to seven sentences about where
things went wrong.
e CD 3, Track 20 3 Circulate and encourage, praise and correct as
necessary.
Keep Going!
1 Have students read the sentences and think about what
1 Have students find their own online videos about
structures might complete the sentences.
things going wrong at home. Have them prepare two
2 Replay the audio while students complete the sentences. to three sentences about what the people in the video
3 Put students in pairs to compare answers. should and shouldn’t have done.
4 To go over the answers, replay the audio, and have 2 Ask them to share the video clips with a partner and
students stop the audio when they hear the structures. read the sentences aloud the next day.
Have students repeat the wishes.
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e Exercise 6 NOTICE
1 Have students read the sentences and think about which
might be affirmative and which might be negative.
2 Play the audio and have students complete the sentences.
4 To go over the answers as a class, replay the audio,
stopping after each sentence to have students repeat
using reduced forms. Now ask them if they were right
or wrong about their guesses regarding whether the
statements would be affirmative or negative.
Answers
1 I shouldn’t have studied business.
2 I should have said yes.
3 I should have stayed in contact.
4 I should have left earlier.
5 I shouldn’t have told them.
6 I shouldn’t have asked her.
e CD 3, Track 22
Exercise 7 APPLY
1 Check students’ comprehension of bumped into and soaked.
2 Put students in pairs to complete the exercise. Circulate to
check that students are using the correct pronunciation of
should have and shouldn’t have.
3 To go over the answers, call on volunteers to say their
regrets.
Answers
1 I should have been going more slowly.
2 I should have brought an umbrella.
3 I shouldn’t have eaten so much at dinner.
4 I should have put money in my wallet before leaving the house.
Exercise 8 PREPARE
Direct students to complete the activity independently.
Circulate to help with vocabulary, structure, and
pronunciation as needed.
Exercise 9 IMPROVE
1 Put students in pairs to take turns sharing their wishes
and regrets.
2 After each wish or regret, the student listening should
say past, present, or future. Direct students to revise the
structure of their wish or regret if their partner got the
intended time wrong.
Exercise 10 SHARE
1 Put students in groups to share their wish lists.
2 Direct students who are listening to ask the student
speaking questions about his/her wishes and regrets.
Circulate between the groups to offer help as needed.
Level 4 Unit 11 167
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Discussion Point
Student Book page 157 1 Draw students’ attention to the quote. Ask students if
they know who Heraclitus might be. Explain that he
Vocabulary was a Greek philosopher who lived around 500 BCE. Ask
students if they know of any other Greek philosophers,
Exercise 1 such as Socrates or Plato. Explain that Heraclitus was
Answers around before Socrates.
1 calm 3 get over 5 deal 2 Read the quote aloud. Put students in pairs or small
2 cope 4 regret groups to answer the questions about wishing for things
you don’t have. Tell students to give examples to illustrate
Exercise 2 their points.
3 Ask students to write a “quote” about wishing for things for
Answers themselves. Monitor and help with vocabulary.
1 rebuild 5 rewrite / overwrite 4 Have them share their quotes with a partner. Then call on
2 misplace / replace 6 overdo / redo
volunteers to say their quotes for the class.
3 misbehave 7 misinform
4 reuse / misuse 8 overload / reload GO ONLINE Encourage students to go online to listen to
GO ONLINE Encourage students to go online to play the board.
vocabulary game.
t Zoom In
Grammar
Exercise 8
Exercise 3 1 For Task 1, instruct students to take a few minutes to
think about three things they did that they don’t regret
Answers
1 by the time 3 as soon as 5 until
or are proud of. Have them think of what would have
2 when 4 during happened if they hadn’t done them. Circulate to help as
needed. Then put students in groups to talk about their
three things. Remind students who are listening to ask
Exercise 4 questions.
Answers 2 For Task 2, have students write their three wishes.
1 hadn’t eaten, wouldn’t have been Designate three parts of the wall or the board, one for
2 hadn’t moved, would / could / might have spent the class, one for their country, and one for the world,
3 wouldn’t have become, hadn’t had for students to post their wishes. Let students read each
4 hadn’t lost, would / could / might have been others wishes and decide which are their favorites.
3 For Task 3, put students in pairs to talk about their photos.
Exercise 5 Alternatively, conduct Task 3 as a walk-around activity.
Have students put their photos on their desks and have
Answers half the class walk around the classroom talking to
Students’ answers will vary. Sample answers include: different partners about the places they didn’t go to. Tell
1 I shouldn’t have eaten the fish.
them to tell each new partner about their photo and the
2 My family shouldn’t have moved to America.
3 She should have had acting lessons.
place they went to instead of that place. Call time after
4 You shouldn’t have lost your passport. ten minutes or after each student has talked to several
partners, and have students reverse roles.
Exercise 6 Answers
Answers 1 I don’t regret changing my major. If I hadn’t done it, I would
Students’ answers will vary. Sample answers include: have wasted time studying something I no longer enjoy …
1 … might not have continued studying. 2 I wish for the class to plan a party at the end of the term …
2 … would never have met my best friends. 3 This photo is of Miami Beach. My family decided to vacation
3 … might never have started studying English. on another beach in Florida …
4 … wouldn’t have been able to go to this school.
5 … could have lived in the city instead of the country.
Exercise 9
GO ONLINE Encourage students to go online for further 1 Tell students to think about how they did on each of the
grammar reference and information and to play the tasks in Exercise 8 and to check the appropriate box.
grammar game. 2 Remind them that they can review the online activities for
Answers
4511179_WA_TG4.indb 168 5/10/19 12:30 PM

Wide Angle Teacher’s Guide Unit 12 Wisdom
Unit Overview 12.2 Life Hacks
Grammar in Context Reported questions
Introduction to the unit Listening Skill Distinguishing speakers
The title of this unit—Wisdom—summarizes the main Pronunciation Skill Linking
themes: proverbs about wisdom, the wisdom in practical • Use reported questions to say what someone asked
everyday advice, the wisdom we get from knowledge,
• Practice paying attention to differences between speakers’
giving and receiving instructions, writing about a
voices
favorite quote, watching a video about instructions with
embedded advice, listening to a podcast about advice, • Distinguish words in natural speech and learn to link
and reporting on advice. sounds together when speaking
In Lesson 12.1, the theme of wisdom is reflected in the • Vocabulary for life hacks (Oxford 3000)
following activities: a discussion about a well-known
proverb, learning about reported speech, reading about
12.3 Wise Words
advice from proverbs, and recognizing and understanding Writing Skill Writing conclusions
words with more than one meaning. In Lesson 12.2, • Discuss symbols of wisdom from different cultures
different life hacks and pieces of practical advice are • Read about the meaning of a quote on wisdom
focused on in exercises that include reporting on • Write effective conclusions
questions, listening to different speech styles, listening to • Write an essay about a quote on wisdom
people talking about life hacks, and talking about ways
to make life easier. In Lesson 12.3, students will examine 12.4 Do It Like This
symbols of wisdom; read a quote about wisdom; read Real-World English Giving and responding to instructions
an article about the order of wisdom, knowledge, and
• Give instructions
information; practice writing conclusions; and write
about a favorite quote about wisdom. In Lesson 12.4, • Respond to instructions
students will watch a video about giving and responding • Watch a video on someone giving someone else
to instructions. They will also practice ways to give and instructions
respond to instructions in the Real-World English Strategies.
Finally, in Lesson 12.5, the exercises summarize what 12.5 A Glass Half Full
students have learned about the theme of wisdom by Speaking Reporting a conversation
having them report on advice they’ve gotten from others • Discuss and give advice
and tell stories resulting in a good piece of advice they • Listen to people giving advice
got that affected their lives in one way or another. • Retell stories from videos
Resources
Lessons Class Audio CD 3, Tracks 23–29
12.1 As the Saying Goes … Workbook Unit 12, pages 78–84
Grammar in Context Reported speech Oxford Readers Correlations
Reading Skill Recognizing and understanding words with Persuasion (9780194791816)
more than one meaning Teacher’s Resource Center
Vocabulary Development Phrases for introducing direct Assessments: Unit test, Progress test, End of Course test
and reported speech Class video
• Use reported speech to talk about what someone said English For Real video
• Recognize and understand words with multiple meanings Grammar focus
• Learn signpost phrases for reporting on other’s words or Grammar PPTs
thoughts Grammar Worksheets
Vocabulary cards
Newslea articles
Word list
Level 4 Unit 12 169
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Unit Opener Answers
1 Yes, wisdom comes with experience, but the amount of
The unit opener photo shows an a woman and child looking
wisdom that comes with age depends on how open the
out of an open window of a colorful but old and clearly not mind of the person who is aging is.
well-kept train car in Burma. The woman’s expression looks 2 No, in my opinion, knowledge is specific information one can
world-weary and also wise while the child’s expression looks get. Wisdom is what one learns from knowledge.
full of curiosity and wonder. 3 I think people get wise by life’s experiences and knowledge
attained through that experience while always reflecting on
Photographer and analyzing the two.
Quinn Ryan Mattingly
Quinn Ryan Mattingly (b. 1979, USA) is a freelance r Video Script
photographer and videographer based in Vietnam for In this photo, a mother and son are sitting in a train in
more than a decade. Having first moved abroad after Yangon, Myanmar, waiting for it to depart. I think this photo
university graduation, he was moved by a year in Europe could symbolize wisdom in what the mother will pass on
to change continents, first landing in South Korea in all she knows and all she has learned to her child, and in the
2005. This would spark his interest in photography. He future, he will do the same with his children.
accepted the invitation of a friend to visit Vietnam in I think we do get more wise as we get older. We learn more
2006, immediately falling in love with the country and about ourselves and how the world works around us, and
the lifestyle. His personal work focuses on long-term hopefully we apply that wisdom to future problems we
photojournalistic projects, telling the stories of the less encounter and handle them in better ways. I believe I have
than fortunate residents of Vietnam and the South East grown wiser as I’ve grown older. I learn new things every day
Asia region, while his professional work is split between and this becomes part of my knowledge and understanding
editorial and commercial assignments and commissions of the world that I can apply to my own life.
for many various local and international clients such as Traveling to experience other places and cultures makes us
The New York Times, The Washington Post, the World Health wiser by expanding what we know and understand about
Organization, the Global Fund, and Samsung, among people who look or act differently to us. It really helps us
many others. understand the human connection we all have, even if we
may look or speak differently.
Unit Snapshot
1 For question 1, ask students to finish the famous quote Exercise 1
and discuss what it means. 1 Give students a moment to think about a person they
2 For question 2, have students think about memorable know who is especially wise.
successes they’ve experienced. 2 Put students in pairs to talk about the person they
3 For question 3, ask students how knowledge is gotten thought of and explain why they think that person is wise.
now and the differences in how it is valued now versus Remind students to give specific examples.
before computers and the Internet. 3 Have volunteers share their thoughts.

1 Direct students’ attention to the questions below the 1 Give students a moment to think about an experience
picture. When you ask students to describe the image, that has brought them wisdom. If necessary, brainstorm
provide words and phrases to help them as necessary, some examples of typical experiences that people get
for example, train car, rusty, and falling apart. Ask specific wisdom from, for example, certain mistakes people have
questions about the picture: Where do you think this train made and learned from.
is? What do you think the relationship between the woman 2 Put students in pairs to share their stories. Circulate to help
and the child is? What do you see in their two faces? What do with vocabulary as needed.
you think they might be looking at? 3 Have volunteers share their stories and the wisdom they
2 Optionally, before asking students to answer the gained from them with the class.
where Quinn Ryan Mattingly answers these questions Answers
from his perspective. Play the video for students as many Students’ answers will vary. Sample answers include:
For many years I used to lose things all the time. Instead of trying
times as needed to check comprehension and discuss any
to organize my stuff, I just threw things down wherever I was.
vocabulary items. One day I realized I was wasting a lot of valuable time searching
3 For the first question, ask students to think of something for things. From that day on, I worked on living in a more
that they got wiser about as they got older. Also, have organized way.
them think about grandparents or other elderly people
that they know. For the second question, discuss the
similarities and differences between knowledge and
wisdom. For the third question, ask students to talk about
specific examples of wisdom they have acquired and what
the best ways of attaining wisdom might be.
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Real-World Goal 3 Start the video, stopping at a few times to ask students
By the end of this unit, students will be able teach someone what the speaker just said. Once they understand, put
to do something because they will have learned different them in pairs and tell them you will be stopping the
ways to report on what people have said or asked, vocabulary recording and that they are to take turns asking and
specific to talking about instructions and advice, how to give answering in the same way.
and respond to instructions, and signpost phrases used to talk
Exercise 3 IDENTIFY
about advice and instructions.
1 Have students read the reported speech sentences to
themselves. Check their comprehension of disappearing
and impress.
Lesson 12.1 As the Saying Goes … 2 Direct students to complete the exercise independently.
3 Put students in pairs to share their rewritten sentences.
Exercise 1 ACTIVATE out their rewritten sentences.
1 First, direct students’ attention to the title of the lesson. Answers
Check students’ comprehension of saying in this context. 1 I know a lot of proverbs.
Also ask students how sayings relate to the title of the unit 2 I read a lot when I was a child.
and what they think the lesson will be about. 3 Proverbs are not used by smart people.
2 Give students a minute to think about the question. Then 4 Many proverbs are disappearing from modern speech.
put students in pairs to compare their ideas. Tell them to 5 Using proverbs is a good way to impress people.
give examples to help them explain their ideas.
3 Have volunteer pairs share their ideas. Exercise 4 APPLY
1 Direct students to complete the exercise individually.
Answers
Students’ answers will vary. Sample answers include: 2 Put students in pairs to take turns reading their completed
We both agreed that the meaning of this saying is that you sentences to each other.
shouldn’t judge a person or anything else just by its appearance. 3 Have volunteers call out their answers with the class. Write
the verb changes on the board.
1 Give students a moment to think about the questions. Students’ answers will vary. Sample answers include:
2 Put students in pairs or small groups to share their ideas 1 He told me that they use a lot of proverbs in his culture.
about the questions. 2 She said that when she was younger, she had asked her family
the meaning of many proverbs.
3 Have volunteers share their ideas with the class.
3 They said they had learned the meaning of several proverbs
Answers in class.
Students’ answers will vary. Sample answers include: 4 She told me that she had always loved learning proverbs.
Yes, we have a similar proverb in our language, but it’s different 5 He said proverbs are an important part of all languages.
because it uses the way people speak instead of the way a
person looks. t Exercise 5 WHAT’S YOUR ANGLE?
1 Give students a moment to choose their four sentences
Grammar in Context from Exercises 3 and 4.
Reported speech 2 Put students in pairs to compare their choices. Remind
GO ONLINE them to give examples to help them explain why these
are the ones they agree with the most.
1 Ask a student a simple question, and then ask another
student what the first student just said. Explain that the 3 Postpone going over students’ answers until after
second student is reporting what the first student said. Exercise 6.
2 Go over the Grammar in Context box with students. Read Answers
aloud the example sentences, having students repeat Students’ answers will vary. Sample answers include:
after you with the correct stress and intonation. I agree with sentences 4 and 5 from Exercise 5.
3 If students started a tenses or verb forms notebook in Unit
1, have them add the information in this box to it. Exercise 6 INTERACT
4 For additional practice, see Grammar focus on page 170 in 1 Put students in new pairs to complete the exercise.
the Student Book. Circulate to help with ideas and language.
Extra Practice 2 Call on volunteer pairs to report on what they heard. If
1 Bring to class a one- to three-minute video clip that desired, have students put the reported sentences back
consists mainly of dialogue, e.g., an interview or a scene into direct speech and write down the verb changes.
from a television show or movie.
2 Explain that you are going to show the video but are
going to stop it several times for people to report what
the person on the video said.
Level 4 Unit 12 171
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Answers Answers
Students’ answers will vary. Sample answers include: 1 T 3 NG 5 T 7 NG
My partner told me that he especially agreed with sentence 5 2 T 4 F 6 F 8 F
in Exercise 4. He said that he thought languages with a lot of
proverbs are more poetic than ones without.
1 Have students find the proverbs independently.
Exercise 7 IDENTIFY
2 Put students in pairs to discuss the meaning of the
1 Give students a minute to read the proverb and think proverbs and choose their favorites.
about their answers to the questions.
3 Have volunteer call out their answers. If desired, have
2 Put students in pairs to compare answers and discuss students say which proverbs the illustrations in the
the meaning of the proverb as well as their agreement or reading depict.
disagreement.
3 Go over the answers as a class. If desired, ask students to give Answers
examples of when the proverb might be particularly true Students’ explanations will vary. Sample explanations include:
and other situations in which the proverb might not apply. Many hands make light work.—A job is easier if a lot of
people help.
Answers Two heads are better than one.—Two people can do something
1 c 2 students’ own answers better than one person alone.
Too many cooks spoil the broth.—When too many people are
involved in doing something, it will not be done well.
Reading Skill Birds of a feather flock together.—People who are alike or think
Recognizing and understanding words with more than alike tend to get together, have the same opinion.
one meaning You can lead a horse to water, but you can’t make it drink.—You
can give someone the opportunity to do something, but you
GO ONLINE
can’t force them to do it if they don’t want to.
1 Direct students to read the information in the Reading There is no time like the present.—Now is the best time to do
Skill box. something, not in the future.
2 Elicit from them the difference between recognizing and
understanding in this case. Point out that recognizing Vocabulary Development
is the first step and something they should think about
when they see a familiar word that doesn’t make sense in Phrases for introducing direct and reported speech
its current context. GO ONLINE
1 Direct students to read the information in the Vocabulary
Extra Practice Development box independently.
1 Tell students that there are several words in the Reading
Skill box with more than one meaning. Explain that you Oxford 3000 words
are going to give them a limited amount of time to find according to… As reported by…
as many as they can (e.g., check, part, entry, see, mean,
As…says… In…words…
general).
2 Give students one minute to make a list of the words Extra Practice
they find in the box with more than one meaning. 1 Point out that the different signpost phrases are used
3 When time is up, have students first determine the part in different types of situations. Ask students where they
of speech of the words they listed. Then have them look would be likely to see or hear the different signpost
them up to confirm they have more than one meaning. phrases in the Vocabulary Development box.
4 Put students in groups to compare their lists and teach 2 Put students in pairs to write sentences with each of the
each other the multiple meanings of the words they signpost phrases in the box. Have them use their cell
found. phones to find interesting information to report on.
3 Call on volunteers to share their reported speech
Exercise 8 APPLY OXFORD REFERENCE sentences with the class. Have students write them on
1 Have students complete the exercise independently. the board, and have other students edit them as needed.
3 Have volunteer call out their answers. Confirm the correct
answers as a class. 1 Have students find the examples independently.
2 Put students in pairs to compare their reported speech
Answers signal phrases.
1 cooks 3 light 5 heads 7 lead 3 Have volunteers call out their answers.
2 sign 4 dishes 6 can 8 close
Answers
Exercise 9 ASSESS according to Paul Hockings,
As reported by Thomas Fielding
3 Have volunteer call out their answers.
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Exercise 12 EXPAND 2 Ask students how the lesson title relates to the title of the
1 Have students complete the exercise independently. unit and what they think the lesson will be about.
2 Put students in pairs to take turns reading their sentences 3 Put students in pairs to discuss the question and make
with new reported speech signal phrases to each other. their lists.
3 Have volunteers call out their answers. 4 Call on volunteers to share ideas from their lists.
Answers Answers
1 According to Archer Taylor, / As reported by Archer Taylor, / As writing notes, throwing away gum, marking a place in a book …
Archer Taylor says, there is no definition of the word proverb.
2 As reported by Paul Hockings, / As Paul Hockings says, there is
nothing wrong with counter proverb.
3 According to Thomas Fielding, / As Thomas Fielding says, 1 Play the audio while students listen for the speaker’s
there is no way to tell where many proverbs come from. suggestion.
4 According to Walter Grauberg, / As reported by Walter 2 Put students in pairs or small groups to compare their
Grauberg, / As Walter Grauberg says, proverbs only show us answers.
what people in general are like.
3 Call on a volunteer to call out the answer. Replay the
audio, stopping as the speaker says the answer and
Exercise 13 INTERACT having students repeat it.
1 Put students in pairs to complete the exercise. Give
students time to think of and write their proverbs. Answers
to clean a keyboard
2 Have volunteer pairs explain one of their proverbs for the
Audio Script
class. Go over the meaning of the bolded words.
e CD 3, Track 23
Answers Well, I was working with Sam at his computer and I made a joke
Students’ answers will vary. Sample answers include: about how dirty the keyboard was… Honestly, there were bits of
1 Don’t do something bad to someone just because they did food and dirt all over it. He got a bit annoyed with me for laughing
something bad to you. and he asked me how I cleaned my keyboard. So I took one of my
2 Wait until you see the result of something before you celebrate. Post-its and showed him – it’s so easy… just run it between the keys
3 Don’t rely on others; do it yourself if it is important to you. and it gets all the dirt. So, then Sam wanted to know if I had any
4 In some situations, any type of behavior is acceptable to get more Post-its. He’s so disorganized – he doesn’t have anything like
what you want. that. Anyway, I didn’t. And then he wanted to know how long I’d
5 A person who seems quiet or shy may be surprisingly wise or known this clever trick and he asked if I knew any other useful life
hacks!
sensitive.
Grammar in Context
t Exercise 14 WHAT’S YOUR ANGLE? Reported questions
1 Direct students’ attention to the photo. Ask them to say
GO ONLINE
what the man looks like he might be saying to the boy.
Remind students to use reported speech in their answers. 1 Direct students to read the information in the Grammar
in Context box. Ask students how many different types of
2 Give students time to think of and write their proverbs.
reported questions are explained (three).
3 Put students in pairs share their proverbs and their
repeat after you with correct stress and intonation.
meanings. Remind students to give examples to illustrate
why they agree or disagree with their proverbs. 3 If students started a tenses or verb forms notebook in
Unit 1, have them add the information in this box to it.
4 Have volunteers share their or their partner’s proverbs
with the class using reported speech. 4 For additional practice, see Grammar focus on page 170 in
the Student Book.
Answers Extra Practice
1 Bring to class a set of questions on slips of paper. Bring
In my language we have a proverb that says, “If it walks like a
duck and talks like a duck, it is a duck.” This means … enough so each student has one paper. Distribute the
questions to students. Tell them not to show anyone
their question.
2 Put students in groups of three to follow these steps:
a Have students determine who is Student 1, Student 2,
Lesson 12.2 Life Hacks and Student 3 in their groups.
Student Book pages 139 – 141 b Student 1 whispers their question to Student 2.
c Student 2 reports the question to Student 3 in a
Exercise 1 ACTIVATE whispered tone so that Student 1 cannot hear.
1 First, direct students’ attention to the title of the lesson. d Student 3 asks Student 1 the question.
Check students’ comprehension of the phrase life hacks. Ask e If the question Student 3 asks Student 1 is the same as
students if they have any favorite life hacks of their own. the question on Student 1’s paper, they get a point.
Level 4 Unit 12 173
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3 Repeat the procedure two more times so each student is 2 Play the video without projecting it, i.e., play only the
asking, reporting, and then asking again. audio. Put students in small groups to characterize the
4 If desired, have groups exchange questions with another different voices.
group and repeat the game again. 3 Have the students make a chart with the speakers’ names
5 As an extension, have volunteers play the game in down the left column and columns for as many turns as
front of the class while you write the questions and the are taken on the video.
reported questions on the board. 4 Have students listen again, this time to identify the
speakers. Tell them to number the turns each speaker
e Exercise 3 IDENTIFY takes.
1 Have students complete the exercise independently. 5 Have students compare their charts. Then replay the
2 Put students in pairs or small groups to compare answers. video, projecting it this time so students can watch and
Tell them to explain why they made their corrections. check their charts at the same time.
3 Play the audio for students to check their answers.
e Exercise 7 APPLY
4 Call on volunteers to read their corrected reported
1 Play the audio while students complete the chart
questions. Replay the audio if needed.
independently.
Answers 2 Put students in pairs or small groups to compare their charts.
1 He asked me how I cleaned my keyboard. 3 Go over the charts as a class, replaying the audio as
2 Sam wanted to know if I had any more Post-its. needed.
3 He wanted to know how long I’d known this clever trick.
4 He asked me if I knew any other useful life hacks. Answers
Speaker 1: male, faster and louder, U.S.
e CD 3, Track 24 Speaker 2: female, faster and quieter, UK
Speaker 3: female, slower and louder, U.S.
Exercise 4 APPLY Speaker 4: male, slower and quieter, UK
2 Put students in pairs to compare their reported questions. Audio Script
3 Call on volunteers to read their reported questions. e CD 3, Track 25
Narrator Speaker 1
Answers Speaker 1 So mine’s for when you go to the beach. You know,
1 She asked me how I cleaned my phone screen. there’s always a problem with what to do with your
stuff… I’d never managed to figure it out, you know, …
2 She wanted to know whether / if I took care of my laptop.
Narrator Speaker 2
3 She asked if / whether I was good at looking after my devices.
Speaker 2 My brother did it to me and it worked—I gave it back…
4 She asked me why I had replaced my last phone. So I thought I’d give it a try. It’s great.
5 She wanted to know how often I would clean my keyboard in Narrator Speaker 3
the future. Speaker 3 I’m going to try that out tomorrow. OK, my turn. This will
help all of you. So you take your keys, …
Narrator Speaker 4
Exercise 5 INTERACT Speaker 4 Well, how many times have you slept through your alarm
1 Put students in pairs to complete the first part of the on your phone because it’s not loud enough? I know you
exercise. have, Joe… You told me you were late to class the other
day…
2 Have students exchange partners with another pair to
report the questions and answers. e Exercise 8 IDENTIFY
3 Go over the answers as a class. 1 Play the audio while students check their answers to
Exercise 6.
Exercise 6 IDENTIFY
2 Call on volunteers to call out their checked answers.
1 Give students a moment to look at the photos and think
If desired, have students talk about their guesses in
about the answers to the questions.
comparison to the answers.
2 Put students in pairs to discuss the questions.
3 Postpone going over the answers until Exercise 8. Answers
Put your phone in a glass.
Listening Skill Take a photo of your friend when you lend something.
Paint each key with a different nail polish color.
Distinguishing speakers Put your phone and money in an old sunscreen bottle.
GO ONLINE
Direct students to read the information in the Listening Skill Audio Script
box. Elicit from them how distinguishing between speakers e CD 3, Track 26
would be helpful when listening. A You know some good life hacks, don’t you, Tamsin?
B Yes, you know me—anything for an easy life! I always like to take
Extra Practice an alternative approach if it’s going to get something done more
1 Bring a two- or three-minute video of a panel discussion easily! My favorite at the moment is the photo of the friend.
on something to class. Play the video with no sound, and C What’s that?
stop it to have students name the speakers, if they aren’t B Ah, I haven’t tried it on you yet, Laila … So, you know when
friends borrow something, and then they forget, and they say
named on the video. Write the names on the board. they never had it…, or they lose the thing—
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A Yes, Laila… I know that situation very well… 3 Go over the answers as a class by having volunteers call
C I don’t know what you’re talking about, Joe! out their life hacks. If desired, have students vote on what
A I’m talking about my headphones … Remember?
B So, OK, exactly that situation. Well, when you lend someone
they think the most useful life hack might be.
something, what you need to do is take a photo of the person
with the thing. So then you have evidence! And they can’t
Answers
pretend to forget. My brother did it to me and it worked—I gave Students’ answers will vary. Sample answers include:
it back… So I thought I’d give it a try. It’s great. My life hack is about opening jars. Did you know that if you hit
C So what about you, Paul? What’s your top hack? the bottom of a jar, it can loosen the vacuum grip on the lid,
D Mine is a glass. making it easier to open?
C A glass?
D Yes, it helps me get up in the morning.
B Paul, could you please explain? e Exercise 11 VOCABULARY
D Well, how many times have you slept through your alarm on your 1 Have students complete the exercise independently.
phone because it’s not loud enough? I know you have, Joe… You
told me you were late to class the other day…
2 Play the audio while students check their answers.
A Yeah, that’s right. I just didn’t hear it. So how does a glass help? 3 Have volunteers call out their answers for the class. If
D Just put your phone in the glass and you’ll notice an desired, have students review the meaning of the phrases
improvement—a real improvement—when it rings. It’s much by putting them into example sentences.
louder. I’m not sure why it works, but it does…
A Clever… Hey, I’ve just thought of one. Answers
B Go on then, Joe.
1-b figure it out
A So mine’s for when you go to the beach. You know, there’s always
a problem with what to do with your stuff… I’d never managed to 2-a make use of
figure it out, you know, how to keep your money and your phone 3-f give it a try
safe. So, the other day my friend told me about this brilliant idea 4-e notice an improvement
he had. He said he had found an old sunscreen bottle and then 5-c get on with it
he’d suddenly had an idea about how to make use of it. You know 6-d take an alternative approach
this one, Laila … I told you already.
C Yeah, it’s a good one. Audio Script
A Just cut the bottle in half, wash it out, and then use it to store your
things. The two halves fit together really easily and no one will e CD 3, Track 27
notice…Who’s going to steal your sunscreen? 1 I’d never managed to figure it out.
C I’m going to try that out tomorrow. OK, my turn. This will help 2 … an idea about how to make use of it.
all of you. So you take your keys, add some different colored nail 3 So I thought I’d give it a try.
polish to the top of each one, and there you go… free to get on 4 … you’ll notice an improvement.
with your life again, rather than spending ages trying to find the 5 …free to get on with your life again…
right key for the door. Look, here—these are my keys. See? It’s so 6 I always like to take an alternative approach…
easy to tell which is which.
Oxford 3000 words
e Exercise 9 APPLY figure it out get on with it
1 Go over the chart with students. make use of take an alternative approach
2 Play the audio while students complete the chart notice an improvement
independently.
3 Put students in pairs to compare charts. Exercise 12 EXPAND
4 Write the chart on the board, and have volunteers come 1 Direct students to complete the exercise independently.
up to the board to write their answers. Replay the audio as 2 Put students in pairs to compare their answers.
needed. 3 Call on volunteers to share their answers.
Answers Answers
Speaker 1: Joe, uses a sunscreen bottle, cut in half, to hide his 1 get on with it
phone and money in on the beach. 2 make use of
Speaker 2: Tamsin, takes a photo when she lends someone 3 take an alternative approach
something so she doesn’t forget to get it back. 4 figure it out
Speaker 3: Laila, uses nail polish in different colors to make it easy 5 notice an improvement
to find the right key. 6 give it a try
Speaker 4: Paul, uses a glass to amplify his phone so he doesn’t
sleep through the alarm.
Pronunciation Skill
e CD 3, Track 26 Linking
GO ONLINE
t Exercise10 WHAT’S YOUR ANGLE?
1 Give students a moment to read the questions and think Pronunciation Skill box.
about their answers.
2 Read the examples aloud, having students repeat after
2 Put students in groups to share their answers and their you with correct linking.
own life hacks. Remind them to explain how the life
hack works. They could also say when and how they
discovered it.
Level 4 Unit 12 175
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2 Put students in pairs to check their sentences and identify
More to Say… the linking.
Focus: Working individually, students practice identifying 3 Replay the audio, stopping to let students repeat the
word boundaries in connected speech. sentences with correct linking.
Grouping Strategy: Whole class 4 Have volunteers write their words that link on the board
Activity Time: 10 minutes to go over the answers as a class.
Ready,
Answers
1 Prepare a list of 5 – 7 short sentences (10 words or less) Sentences:
that contain consonant-to-vowel word connections. 1 It’s easy to do.
Set… 2 I can’t open it.
3 What a good idea!
1 Tell the students that you are going to read some
4 It will help everyone.
sentences to them at a natural pace. As they listen, they 5 My friend always asks for help.
should count the words that they hear. For instance, Linking:
if you read the sentence Can I have a bite of the apple? 1 It’ seasy to do.
the students should count eight. (The key is to read the 2 I can’ tope nit.
sentences at a natural pace. Don’t slow down too much 3 Wha ta goo didea!
or this activity will be too easy.) 4 I twill hel peveryone.
5 My frien dalway sasks for help.
Go!
1 Read out the first sentence. Have students put up e CD 3, Track 28
the number of fingers for the number of words they
hear. (You might encourage them to hold their hands Exercise 15 PREPARE
in front of their chests, so other students can’t see as 1 Direct students to look at the photos. Have them say what
easily, so they aren’t worried about making a mistake.) they see.
2 Write the sentence on the board to show how many 2 Explain that students are to write about themselves. Have
words you said. students complete the exercise independently.
3 Have students chorally repeat the sentence making all 3 Circulate to offer help and check students’ sentences.
the consonant-to-vowel links.
4 Repeat with the other sentences. Keep Going! Answers
Keep Going! 1 To manage my time, I schedule all the things I need to do on
1 Have students write their own short sentences that my phone calendar.
contain examples of consonant-to-vowel linking. 2 To improve my health, I am more careful about what I eat and
2 Put students into pairs and have them read their I always take the stairs.
sentences to their partners, while their partners listen 3 To organize my home, I keep baskets near the stairs and the
doors to drop things in so they don’t end up on the floor.
and count the words on their fingers.
4 To stay in touch with friends and family, I post often on social
media.
Exercise 13 NOTICE 5 To increase my productivity, I try to get more sleep.
1 Direct students to draw lines between the words in
Exercise 11 that link independently. Circulate to offer help Exercise 16 INTERACT
as needed. 1 Put students in pairs to complete the exercise.
2 Alternatively, say the phrases aloud, having students 2 Have volunteers report on their partners’ life hacks using
repeat after you with the correct linking before they reported speech.
attempt to complete the exercise independently.
3 Put students in pairs to take turns saying the phrases to Answers
each other with the correct linking. Students’ answers will vary. Sample answers include:
My partner told me that he tries to take the stairs instead of
4 Have volunteers call out their answers. If desired, say the elevators to improve his health.
phrases aloud yourself and have students check their
choices.
Exercise 17 EXPAND
Answers 1 Put students in groups to complete the exercise.
1 figuritout
2 Have volunteer groups report on their most popular
2 makyousov
3 givita try life hacks.
4 notic animprovement
5 geton withit t Exercise 18 WHAT’S YOUR ANGLE?
6 tak analternati vapproach 1 Give students a moment to think about the questions and
make their decisions.
e Exercise 14 APPLY 2 Put students in small groups to discuss their answers.
Remind students to give specific examples from their own
1 Play the audio while students write the sentences. Replay
life experience. Circulate to help as needed.
to let them check their sentences.
4511179_WA_TG4.indb 176 5/10/19 12:30 PM

3 Have volunteers share their answers. If desired, put 3 Have volunteers call out their answers. If desired, have
students in groups by the value they chose to compare students give evidence from the text for their answers.
their reasons for their choice.
Answers
Answers 1 Information is the lowest, knowledge is in the middle, and
Students’ answers will vary. Sample answers include: In daily life, wisdom is the highest.
I value efficiency most because I am a very busy person. 2 worse
3 There could be too much.
4 Students don’t read as much as before.
5 People think they don’t need to learn because they have
information easily available.
Lesson 12.3 Wise Words 6 global warming and hunger
Exercise 1 ACTIVATE 1 Give students time to think about which answers from
1 Have students look at the title of the lesson and say how it Exercise 5 they agree with and why.
relates to the unit theme. 2 Put students in pairs to discuss their answers. Remind
2 Go over the three areas of the world with students, them to give specific examples to support their opinions.
locating them on maps. 3 Call on volunteers to share their ideas. If there are students
3 Put students into pairs or small groups to speculate as who strongly disagree on any points, put them in groups
to the meaning of the symbols. Then have them guess with others who agree with them to solidify their arguments,
where each symbol is from. and then have them debate the point in question.
4 Have volunteers call out their ideas.
Answers
1 Ghana and Cote d’Ivoire I agree with the answer from Question 4. I think this is true
2 Ancient Egypt because people don’t need to remember information the
3 India and Tibet way they used to because they can find this information so
easily now.

1 Give students a minute to think about the question.
Writing Skill
2 Put students in pairs or small groups to share their images. Writing conclusions
3 Call on volunteers to discuss the images they chose. GO ONLINE
1 Elicit the signpost phrases used in conclusions that
Exercise 3 IDENTIFY students already know, and write them on the board. Ask
1 Ask students if anyone knows who T. S. Elliot is. Explain that students what the different purposes of a conclusion are.
he’s a British writer and social critic who lived in the late 2 Direct students to read the information in the Writing Skill
1800s. Ask students if any of them know the musical Cats, box independently.
and explain that Cats is based on a set of T. S. Elliot’s poems.
Extra Practice
2 Direct students to read the quote and complete the 1 Direct students to the four bulleted effective conclusion
exercise independently. types in the Writing Skill box. Ask them which of the four
3 Put students in pairs to compare answers. they think is probably the most common.
4 Have volunteers call out their answers. 2 Have them draw a chart on paper with four columns and
eleven rows. Tell them to head each column with one
Answers of the four conclusion types. The rows are for the first
1 information
eleven units of the book.
2 wisdom
3 knowledge 3 Have students look briefly at the conclusions of the texts
in the previous units and check the appropriate columns
for each one. Remind them that conclusions often
Exercise 4 ASSESS combine the types listed.
2 Put students in pairs to compare answers. Remind them to Exercise 7 APPLY
find evidence for their choices in the text. 1 Have students complete the exercise independently.
3 Have volunteers call out their answers. 2 Put students in pairs or small groups to compare their
answers.
Answers
In order from top, paragraph 2, 1, 3
Exercise 5 IDENTIFY
answers.
Level 4 Unit 12 177
4511179_WA_TG4.indb 177 5/10/19 12:30 PM

Answers 2 Have students make a note of anything their fellow
Signpost phrase indicating the conclusion: In conclusion students could add to their conclusions, and give them
Link to introduction and main point: I agree with T. S. Eliot’s idea time to make their suggestions.
that we have lost wisdom and replaced it with information. 3 Have students switch roles so that the half of the class that
Connection to wider world, strong final argument: The world was reading now posts their essays while the other half walks
would be better if we could stop valuing information above around reading, taking notes, and making suggestions.
everything else and focus more on making wise decisions.
4 Ask volunteers to call out their favorite quotes. Ask them
Question: The question is, how will this happen?
Call to action: Maybe we need to start talking about the “age of
to give reasons for their choices.
wisdom” and then do something about it.
Exercise 8 PREPARE
Lesson 12.4 Do It Like This
Explain that they can find quotes in English or in their own
language and rewrite them in English. Circulate to offer
assistance.
There are many various situations in which we have to
2 Put students in pairs to explain their quotes to one
follow instructions. This unit highlights following simple
another.
oral instructions and making a recipe, but there are many
3 Give students time to decide which quote they want to other situations that your students may find difficult, one
write about. Circulate to offer assistance as needed. of them being following automated phone menus.
Exercise 9 DEVELOP 1 First, ask your students if they ever had to deal with
an automated phone menu. What options do they
1 Have students read the checklist independently.
remember hearing? List them together on the board,
2 Direct students to complete the exercise independently. for example: To speak with X, press 1; For questions about
Circulate to help with vocabulary and ideas as needed. Y, press 2; To leave us a message, press 3.
Exercise 10 WRITE 2 Next, give the students a phone number for an
automated hotline (e.g., a local doctor’s office, an
1 Have students read the checklist before starting to write. If
insurance company), and a set of questions, for
desired, have them add to their notes from Exercise 9.
example, Which number do you press in order to cancel
2 Direct students to complete the exercise independently. an appointment? (note that you will have to listen to the
Circulate to help as needed. options in advance yourself to prepare the questions).
3 Direct students to check their essays against the checklist 3 Check the answers with the whole class and clarify any
and make any necessary revisions. Circulate to help with options that were difficult.
revisions.
4 Finally, ask the students to create and record their own
Exercise 11 IMPROVE automated hotline instructions for a business of their
choice.
1 Remind students to always tell their partners something
positive about their papers before giving them any
constructive feedback. Exercise 1 ACTIVATE
2 Put students in pairs to exchange papers and give each 1 Give students time to think about their own answers to
other feedback. the questions.
3 Give students time to revise their papers based on their 2 Put students in pairs to discuss the question.
partner’s feedback. Remind students that they are the 3 Have volunteers call out their answers.
writer, though, and that they can pick and choose the
feedback they think is most helpful. Circulate to help with Answers
areas needing revision. Students’ answers will vary. Sample answers include:
1 The last thing I learned to do was play guitar.
Exercise 12 DEVELOP 2 I watched videos on YouTube and played with friends.
3 I taught my little brother how to cook.
Have students complete the exercise independently. 4 No, I wasn’t successful. I think it was because he really didn’t
Circulate to offer assistance. want to learn and I kept losing my patience.
Exercise 13 WRITE
Provide time for students to write their conclusions. Circulate
Exercise 2 ASSESS
to offer assistance as needed. 1 Put students in pairs or small groups to say what they see
in the pictures.
t Exercise 14 WHAT’S YOUR ANGLE? 2 Have volunteers call out their guesses, but postpone
1 Have half the class post their papers on the walls and going over the answers until after Exercise 3.
stand next to them while the other half of the class walks
around reading the papers, asking questions about the Answers
quotes, and noting down the quotes they like the most.
Andy is learning how to use a computer. His boss is
teaching him.
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r Exercise 3 ANALYZE Extra Practice
1 Have students read the questions. 1 Direct students to think of something they know how
to do that they could teach someone else, e.g., play an
2 Play the video while students listen and watch for the
instrument, play a sport, fix something, cook or bake
answers to the questions.
something, take care of plants, grow a garden, clean
something, change a bicycle tire, fix glasses, paint a
4 Have volunteers call out their answers. Replay the video as room, draw, paint a picture, make something with clay,
needed. knit a scarf, etc.
2 Have students walk around the room asking each other
Answers
Students’ answers will vary. Sample answers include: if they can do things they can teach. When they find
1 Andy’s emails are unorganized because of a software update, someone who can’t, have them sit down with them
so he didn’t read Cathy’s email. and teach them using the imperative and time words.
2 Cathy shows Andy a quick way to sort his emails. Remind the student learning the skill to respond using
3 Cathy asks Andy to come to her office after he’s read her email the language in the Real-World English box.
about the scholarship. 3 Have students switch roles and teach their partner their
4 Andy has gotten the scholarship. skill. If their partner already knows that skill, repeat
5 Andy texts Max. the first part of step 2 above to let students find new
partners that don’t already know how to do their skill.
Video Script
r English For Real Video Unit 12 r Exercise 4 IDENTIFY
Scene 1 1 Have students read the incomplete instructions.
Cathy Hi, Andy. So, did you see the message I sent you?
Andy Uh… Um…no, sorry.
2 Replay the video while students watch and complete the
Andy That software update made my email very unorganized. I instructions.
need to sort through them. 3 Put students in pairs to compare by taking roles and
Cathy Don’t worry. I know how to fix it quickly. reading their parts.
Andy You do? Great.
Cathy First, make a folder and label it “Cathy emails”. 4 Call on volunteer pairs to share their answers with the
Andy OK, got it. class. Replay the video as needed, stopping to have
Cathy Then, click on the check boxes. Go to the toolbar at the top, students repeat with correct stress and intonation.
and click Move… Is that clear?
Andy Yep, it’s clear. Like this, you mean…? Answers
Cathy Yes, that’s it. Now move all my messages to the new folder. 1 First, make 5 Is that clear?
Andy It worked! Thanks! That was a piece of cake!
2 label 6 Like this, you mean?
Cathy Now find that email about the scholarship.
Andy Wow! Thanks, Cathy!
3 Then click 7 Now move
Cathy Good work! Congratulations, Andy. 4 Go
Andy Wow. I got the scholarship! I have to text Max….
Scene 2 r English for Real Video Unit 12
Max Bye, Gran! Thanks for your help!
Andy Hey Max! t Exercise 5 WHAT’S YOUR ANGLE?
Max Hi, Andy! I’m in the kitchen. 1 Give students a minute or two to think about the
Andy Were you talking to someone?
Andy Ooh! Something smells delicious! questions. Then review the difference between making a
Max Congratulations, Andy! request and giving an instruction in English.
Andy Cake? You made… cake? 2 Put students in pairs to share their thoughts.
3 Have volunteers share their thoughts with the class.
Real-World English
Giving and responding to instructions Exercise 6 BUILD
1 Write on the board: Close your books and then put them on 1 Put students in pairs to complete the exercise.
the ground. Elicit from students what verb form you are 2 Join pairs together to compare their instructions.
using (imperative). Explain that this is the verb form often 3 Call on volunteers to share their instructions with the class.
used for giving instructions. Also ask students for other
words like then, e.g., next, after that, now, etc. Write them Answers
on the board. Students’ answers will vary. Sample answers include:
2 Direct students to read the information in the box. 1 First, mix butter and sugar together in a bowl.
2 Next, add 2 eggs and mix.
3 Read the example phrases, and have students repeat after 3 Then add flour and cocoa powder and mix well.
you with appropriate stress and intonation. 4 Pour the mixture into a cake pan. Bake in an oven at 350F for
45 minutes.
Exercise 7 EXPAND
1 Put students in pairs to create a dialogue with instructions
and responses.
2 Call on volunteer pairs to read their dialogues to the class.
Level 4 Unit 12 179
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Answers Audio Script
Students’ answers will vary. Sample answers include: e CD 3, Track 29
Student A: First, mix butter and sugar together in a bowl. 1 She told me that if one is afraid to do something, it’s not
Student B: Like this, you mean? necessarily enough reason to not do it.
Student A: Yes, that’s it. Next, add two eggs and mix. 2 She once told me that it’s really good to look at life in a positive
Student B: OK, got it. light and see the glass as half full instead of half empty.
Student A: Then add flour and cocoa powder and mix well.
Student B: Right, I’m finished. r Exercise 3 IDENTIFY
Student A: Pour the mixture into a cake pan. Bake in an oven at 1 Direct students to read the questions.
350F for 45 minutes. 2 Play the video while students answer the questions.
Student B: Great, thanks!
4 Have volunteers call out their answers. Replay the audio as
Exercise 8 PREPARE needed. Go over the meaning of the phrases in a positive
Have students complete the exercise independently. light and in perspective.
Circulate to offer assistance as needed.
Answers
Exercise 9 INTERACT 1 her best friend
2 to look at life in a positive light
1 Put students in pairs to take turns acting out one of the
3 to see things in perspective
pair’s situations.
2 Have volunteer pairs act out their situation for the class. Video Script
Exercise 10 ANALYZE r Great Advice 1
Kristen The best advice that I’ve ever gotten was from my best
Put students back in their pairs to give each other feedback. friend. She once told me that it’s really good to look at life in a
Circulate to offer help as needed. positive light and see the glass as half full instead of half empty.
And that really helps me see things in perspective. And when things
Exercise 11 INTERACT don’t go right, I look at things in a positive light and see what I can
Put students back in their pairs to act out the other partner’s do, what the possibilities are in the future.
situation.
Speaking
t Exercise 12 WHAT’S YOUR ANGLE? Reporting a conversation
1 Give students time to think about the questions. Then put GO ONLINE
students in pairs or small groups to discuss the questions. 1 Elicit from students what they learned about reported
2 Have volunteers share their thoughts with the class. speech. Explain that sometimes when you are reporting
what someone said to you, you want to emphasize
something particularly interesting.
2 Have students read the information in the Speaking box.
Lesson 12.5 A Glass Half Full Read aloud the example phrases, having students repeat
Student Book page 146 after you with correct stress and intonation.
Exercise 1 ACTIVATE Extra Practice

1 Bring to class a short video of someone reporting what
1 Direct students to the title of the lesson, and ask if they someone else told them.
know what expression this phrase comes from. Also 2 Play the video, and have students identify the bulleted
discuss how it relates to the topic of the unit. items in the Speaking box in the reported speech.
2 Put students in pairs to discuss and complete the advice.
Then join pairs together to compare their ideas. r Exercise 4 IDENTIFY
3 Postpone going over the answers until after Exercise 2. 1 Direct students to read the questions to themselves.
2 Play the video while students write their answers.
e Exercise 2 ASSESS
4 Have volunteers call out their answers. Replay the video
answer the questions.
as needed, stopping to let students repeat the sentences
2 Put students in pairs or small groups to compare their that provide the answers. If desired, replay the video with
answers. the sound off, stopping at parts to have students say what
3 Go over the answers as a class, replaying the audio as the speakers said.
necessary.
Answers
Answers 1 his grandmother
Students’ answers will vary. Sample answers include: 2 not to avoid doing things because you are afraid
1 students’ own answers 3 about four months ago
2 1—Someone afraid to do something new, e.g., change jobs, 4 decide whether to get married
move somewhere new, etc.; 2—Someone feeling depressed 5 to ask his girlfriend to marry him
about a situation, e.g., didn’t pass an interview, friend moving 6 His girlfriend said yes.
away, etc. 7 They are getting married in the fall.
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Video Script Exercise 9 IMPROVE
r Great Advice 2 1 Put students in groups to share the stories.
James I got some really great advice from my grandmother. She 2 Have group members decide if any of the stories are
told me that if one is afraid to do something, it’s not necessarily
similar and, if so, how, e.g., the advice given, the result, the
enough reason to not do it—which came into play about four
months ago. I was deciding whether or not to ask my girlfriend to reason for the advice, etc.
marry me, and this statement that my grandmother told me popped
into my head, and it was completely responsible for me being able Exercise 10 SHARE
to do it. And it worked out. She said “yes,” and we’re getting married 1 Put students into new groups to share the stories and
this fall. So…it was good advice. advice they heard in Exercise 9 and to decide which was
the best advice in their group. Remind students to give
Exercise 5 APPLY reasons for their choices.
1 Have students read the sentences. Check students’ 2 Have volunteers say which advice they think was the
comprehension of ambitions and the expression What best. If desired, write the advice on the board, and tally
doesn’t kill you makes you stronger. students’ preferences.
2 Have students work independently to complete the
exercise.
answers.
Answers
1 the main point, clear connections between ideas
2 necessary details; appropriate verb tenses
3 the main point, correct pauses and stress
4 appropriate verb tenses
5 cause and effect, the main point
1 Put students in pairs to take turns retelling James’s story.
Remind them to use the points in the Speaking box.
Circulate to offer assistance as needed.
2 Call on volunteers to retell James’s story for the class.
Answers
James got some great advice from his grandmother. She told
him that if he is afraid of something, that’s not enough of a
reason not to do it. About four months ago James remembered
this advice when he was scared to ask his girlfriend to marry him.
He remembered the advice his grandmother had given him and
he followed it. He asked his girlfriend if she would marry him and
she said that she would. Now they are going to get married in
the fall.
Exercise 7 PREPARE
1 Have students prepare their story independently.
2 Have students take notes on the answers to the questions.
Circulate to help with ideas and vocabulary as needed.
Exercise 8 INTERACT
1 Put students in pairs to tell each other their stories.
Remind them to use reported speech when possible or
needed. Circulate to listen and offer assistance as needed.
2 Have partners retell their partner’s story to them by
answering the questions in Exercise 4. If their partner
cannot answer a question, tell the listening students to
add the information to their story that their partners did
not have.
Level 4 Unit 12 181
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Discussion Point
Student Book page 158 1 Draw students’ attention to the quote. Ask students if any
of them know who Stephen Vincent Benét was. Explain
Vocabulary that he was an American Pulitzer Prize–winning poet who
lived in the first half of the twentieth century.
Exercise 1
1 to 3 As 5 by answer the questions. Direct students to give examples to
2 As 4 In illustrate their points.
3 Ask students to write a “quote” about the relative value
Exercise 2 of wisdom, wealth, or power or to find one in their own
language and say what it means in English. Monitor and
Answers help with vocabulary.
1 figure 3 give 5 make 4 Have students share their quotes with the class.
2 take 4 get 6 make
GO ONLINE Encourage students to go online to play the the podcast and add their comments to the discussion
vocabulary game. board.
Grammar Zoom In
Exercise 3 Exercise 7
1 For Task 1, give students a moment to think about a quote
Answers
1 He told me that he didn’t believe me. that is particularly meaningful to them. Then put students
2 She said he was a bad professor. in pairs or small groups to share their quote.
3 They said that some people live in places with no clean water. 2 Have students complete Task 2 independently.
4 She said that she really liked her new office. 3 For Task 3, have students bring in or show on their phones
5 They told me that he hadn’t gone to the meeting the day a photo of a life hack they use. Put students in groups to
before.
show their photos or have students explain their life hack
to the class. Remind students to give reasons for their
Exercise 4 choices. If desired, have students vote on the most useful
life hack presented.
Answers
1 They told me that I was too old for the job. Answers
You are too old for the job. Students’ answers will vary. Sample answers include:
2 He said the cars had been almost new. 1 I really connect with the quote “Limit your ‘always’ and your
The cars were almost new. ‘nevers’” by Amy Poehler. Thinking about it reminds me that …
3 We told him that a lot of people had left the day before. 2 My dad told me that every day might not be a good day but
A lot of people left the day before / yesterday. there is good in every day. From him I learned to always look
4 She said that people had been waiting for her for two hours. for a little something positive in even the worst day. My
People were waiting for her for two hours. friend Jack …
5 He said they had stopped asking him. 3 This photo shows the desk in my bedroom. The desk is
They have stopped asking him. wobbly, so I stuck a folded magazine under one leg to keep
it level.
Exercise 5
Exercise 8
Answers
1 What great places have you lived in?
2 Where are you going to live in the future? tasks.
3 How often do you learn something new? 2 Remind them that they can review the online activities for
4 Did you enjoy solving problems in the past? any skills they need more practice with.
5 Were your grandparents wise people?
Answers
GO ONLINE Encourage students to go online for further Students’ answers will vary.
grammar game.
4511179_WA_TG4.indb 182 5/10/19 12:30 PM

Teacher'S Guide: Deborah Gordon

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4

isbn: 978 0 19 451117 9 Wide Angle American 4 Teacher’s Guide

© Copyright Oxford University Press

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Unit 8 Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Unit 9 Reviews. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Unit 10 Mysteries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

Unit 11 Wishes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

Unit 12 Wisdom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

© Copyright Oxford University Press

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to engage your students in authentic English communication. In addition to the

Student Book, Wide Angle offers a collection of supporting materials, including

Workbook, the Classroom Presentation Tool, and student ebook.

The Teacher’s Guide is designed to support teachers in delivering the content of

a lesson, ensuring a high level of student comprehension, engagement, and

teaching specific skills and language points.

outcome based on what students will learn in the upcoming lessons.

The Teacher’s Guide offers step-by-step instructions to successfully teach every

introducing new material and vocabulary, additional background information,

which practices pragmatics and intercultural communication skills, is the fourth

© Oxford University Press Level 3 Teacher’s Guide 2

iv Wide Angle Teacher’s Guide

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t Exercise 18 WHAT’S YOUR ANGLE?

Student Book, where more explanations and examples can be found.

a specific skill or language point. These activities include project-based learning,

fun competitions, and games to ensure a dynamic classroom experience that

later lesson to review these skills.

lesson. These strategies include background information on cultural and pragmatic

with a creative way to have students practice. Helpful information, such as

The indicates when an activity has an accompanying audio recording, along

materials are indicated by . The indicates where students can participate

How to use the Student Book

your students to learn practical expressions for a variety of situations. Grammar,

Angle and are aligned with the CEFR international standard.

4511179_WA_TG4_iv-vii.indd 5 5/14/19 6:04 PM

Lesson 4: English For Real

vi Wide Angle Teacher’s Guide

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Additional Student Resources

Level 4 Introduction vii

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1.2 View from the Top

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2 Wide Angle Teacher’s Guide

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Real-World Goal Exercise 2 IDENTIFY

Lesson 1.1 Getting to the Top Answers

Exercise 1 ACTIVATE Exercise 3 INTEGRATE

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Exercise 7 VOCABULARY Grammar in Context

4 Wide Angle Teacher’s Guide

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Answers e Exercise 2 ASSESS

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t Exercise 3 WHAT’S YOUR ANGLE? e Exercise 5 ASSESS

6 Wide Angle Teacher’s Guide